Relevant bibliographies by topics / Flashcards

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Flashcards'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 April 2022

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Journal articles on the topic "Flashcards"

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Golding, Jonathan M., Nesa E. Wasarhaley, and Bradford Fletcher. "The Use of Flashcards in an Introduction to Psychology Class." Teaching of Psychology 39, no. 3 (June 21, 2012): 199–202. http://dx.doi.org/10.1177/0098628312450436.

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Four hundred fifteen undergraduate students in an Introduction to Psychology course voluntarily reported their use of flashcards on three exams as well as answered other questions dealing with flashcard use (e.g., when did a student first use flashcards). Almost 70% of the class used flashcards to study for one or more exams. Students who used flashcards for all three exams had significantly higher exam scores overall than those students who did not use flashcards at all or only used flashcards on one or two exams. These results are discussed in terms of retrieval practice, a specific component of using flashcards.
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Elisa, Henry, and Tuti Tuti. "An Evaluation of the Use of Flashcard for Teaching Vocabulary at Kindergartens in Sintang." JETL (Journal of Education, Teaching and Learning) 5, no. 2 (September 30, 2020): 388. http://dx.doi.org/10.26737/jetl.v5i2.2040.

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<p>Vocabulary plays an important role in determining the students’ ability for speaking because it is basic before children can produce words. Therefore, the teacher needs media as a tool to introduce those words to their students in the classroom. Flashcards is one of the media usually used by teachers at kindergartens in the Sintang Regency for teaching vocabulary for young learners. This research aims to evaluate the effects of using flashcard media for teaching vocabulary and identify the teachers’ responses towards the use of flashcard media for teaching vocabulary at kindergartens in Sintang Regency, West Kalimantan. This descriptive research qualitative research as an evaluation study is designed to explore the effects of the media on the students and teachers’ perspective. The data in this research were gathered through questionnaires with fifty-one participants and a semi-structured interview with five participants in Sintang Regency. The data analysis techniques used scale Likert in order researchers know how the use of flashcards by the teachers. The study’s results revealed that teachers believe that using flashcards is essential for teaching vocabulary to young learners. Thus, the teachers have various flashcards that can be applied for teaching vocabulary to young learners, for using colourful flashcards with different sizes. It is expected that this research gives references and knowledge for the kindergarten teachers who teach young learners so they could use the same media but with different types of flashcards types. </p>
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Sage, Kara, Joseph Rausch, Abigail Quirk, and Lauren Halladay. "Pacing, Pixels, and Paper: Flexibility in Learning Words from Flashcards." Journal of Information Technology Education: Research 15 (2016): 431–56. http://dx.doi.org/10.28945/3549.

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The present study focused on how self-control over pace might help learners successfully extract information from digital learning aids. Past research has indicated that too much control over pace can be overwhelming, but too little control over pace can be ineffective. Within the popular self-testing domain of flashcards, we sought to elucidate the optimal level of user control for digital learning and compare learning outcomes between paper and digital flashcards. College students learned vocabulary from paper flashcards or one of several digital flashcard versions and were scored on their memory recall and asked about their perceptions of the learning process. With digital flashcards, students were randomly assigned to an automatic slideshow of cards with no user control, automatic slideshow with pre-set pauses, automatic slideshow where users could press the spacebar to pause at any time, or a self-paced slideshow with complete user control. Users reported feeling more in control when indeed having some control, but ultimately memory recall, cognitive load, and satisfaction were similar across the five versions. However, memory recall was positively related to user satisfaction with their specific flashcard set, and negatively related to users’ perceived mental effort and difficulty. Notably, whether paper or digital, students showed individual variability in how they advanced through the words. This research adds to the educational literature by suggesting that paper and digital flashcards are equally viable options for students. Given differences between individual users and the connection between satisfaction and recall, individualistic options that offer, but do not force, some control over pace seem ideal. Paper flashcards may already include such options, and e-flashcards should offer similar adaptive features to appeal to a wide variety of users.
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Chen, Ruo Wei, and Kan Kan Chan. "Using Augmented Reality Flashcards to Learn Vocabulary in Early Childhood Education." Journal of Educational Computing Research 57, no. 7 (June 25, 2019): 1812–31. http://dx.doi.org/10.1177/0735633119854028.

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Augmented Reality (AR) flashcards have emerged as an important educational resource for language learning. However, there is limited research on its application in early childhood education. This article aims to explore the technology’s value in early childhood education by comparing it with traditional paper flashcards. To that end, a study was conducted in which 98 children, aged between 5 and 6 years, and four teachers, all from a Macau kindergarten, took part. One group of children had animal-related vocabulary using AR flashcards, while another group used traditional flashcards. To measure the effectiveness of the two approaches, the children underwent pre- and posttests on their vocabulary and the teachers were interviewed. For the data analysis, paired-sample t tests and independent-sample t tests were utilized, and the level of effect was measured. The results showed that both AR and traditional flashcards could significantly improve children’s vocabulary learning and that there was no significant difference in effectiveness between the AR and traditional flashcard methods. The teachers indicated that the children enjoyed the AR learning activities, but that there were certain challenges associated with using AR flashcards in a kindergarten setting.
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Ienghong, Kamonwon, Praew Kotruchin, Thanat Tangpaisarn, and Korakot Apiratwarakul. "Practical Emergency Ultrasound Flashcards with Augmented Reality in Teaching Point-of-Care Ultrasound in ER." Open Access Macedonian Journal of Medical Sciences 9, E (January 4, 2021): 39–42. http://dx.doi.org/10.3889/oamjms.2021.5566.

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BACKGROUND: The use of point-of-care ultrasound (POCUS) has recently proposed the integration of ultrasound into undergraduate medical education. However, the evidence of learning tool for this integration has not been well studied. AIM: The aim of this study was to compare the levels of knowledge improvement of the 6th year medical students before and after receiving the POCUS training in two ways: By employing the traditional methods and by utilizing the new learning tool. METHODS: The practical ultrasound flashcards were developed by a Thai physician. In the study, the 6th year medical students were enrolled and randomized to become members of either the flashcard group or the control group. Participants in both groups attended a 4-week ultrasound training course. Before and after the training course, all students were evaluated using the multiple-choice questions. In addition, the subjects’ attitudes and perceptions about the flashcards were evaluated using a questionnaire. RESULTS: A total of 46 students participated in this study and were randomly assigned to either the flashcard group (n = 23) or the control group (n = 23). It was discovered that the students in the flashcard group had performed better on the POCUS knowledge post-test than those in the control group had. Most students had been satisfied with the flashcards (mean 5 Likert scores = 4.48). However, the students had rated their confidence score to perform POCUS at 3.96 out of 5.0. CONCLUSIONS: Medical students who used the ultrasound flashcards to learn POCUS had resulted in better knowledge scores rather than the others who attended the standard ultrasound training course only. However, it was not possible to evaluate the practical skills and the clinical decision-making processes in this study.
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Chang, Marcia Juvanie, and Adhi Kusnadi. "Creating A Web-Based Online Flashcard for Korean Vocabulary Memorization." International Journal of New Media Technology 5, no. 1 (July 5, 2018): 35–40. http://dx.doi.org/10.31937/ijnmt.v5i1.625.

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The Korean language is one of the most enthused language these days, mainly caused by the Hallyu wave. In traditional language learning techniques, flashcards are often used to help memorize simple syllables. Nowadays, online flashcards are used as a replacement for the traditional flashcards, which are proven to be more effective in many ways. However, the lack of use of appropriate methods to learn a new language will result in slower learning process. Therefore, by implementing a suitable method such as the Leitner method to an online flashcard will improve the learning process. The Leitner method sets aside the questions that can be answered easily and allows users to focus on questions that cannot be recalled consistently by distributing a set of questions in five different sections. Every question that can be answered by the user is moved to the next compartment, where the question will be repeated after a specified period of time. System usability scale is used to measure the usability of the application. This application has been successfully designed and built using the Leitner method to give the user the suitable interval of time for learning with flashcards and achieved a system usability scale score of 82,5
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Wibowo, Hanafi, and Siti Yuniarti. "INVESTIGATING THE EFFECT OF FLASHCARD ON GRADE SEVEN STUDENTS’ VOCABULARY ACQUISITION." Lingua 1, no. 02 (November 13, 2018): 45–55. http://dx.doi.org/10.34005/lingua.v1i02.26.

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This research principally aims to find out whether or not there is significance effect of using flashcard on students’ vocabulary acquisition. the research was conducted from 3th to 29th November 2016 at SMPN 45 Bekasi, in the Academic Year of 2016/2017.The research methodology adopted was quasi experimental method, with the research design being randomized post test only control group design. The statistic method used to analyze the data was ANOVA using SPSS through the testing of Null Hypothesis, which was preceded by the normality and homogeneity test as the pre-requisite to the data analysis. The result of ANOVA showed significance value was 0,000, which was lower than 0,05, and that Fobserved ( 35,926 ), which was higher than the critical value of Ftable (at the significance level of 0.05 and df = 1/58, namely 3.982. Accordingly, the Null Hypothesis (Ho), stating that there is no effect using flashcards on students’ vocabulary acquisition at SMPN 45 Bekasi, was rejected and the Alternative Hypothesis (Ha), stating that there is significance effect using flashcards on students’ vocabulary acquisition at SMPN 45 Bekasi was accepted.On the basis of the rejection of Ho and acceptance of HA, it can be concluded that flashcards has significance effect on students’ vocabulary acquisition at SMPN 45 Bekasi. In other words, the research has empirically proved that there is significance effect of using flashcard on students’ vocabulary acquisition at SMPN 45 Bekasi.
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Wen, Ju-May, Hai Dung Do, Eric Zhi-Feng Liu, Chun-Hung Lin, and Shihping Kevin Huang. "Educational Board Game and Flashcard: Which one is better for learners at beginner level of Chinese language?" International Journal of Serious Games 7, no. 4 (December 5, 2020): 89–104. http://dx.doi.org/10.17083/ijsg.v7i4.347.

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The purpose of this study is to compare the impacts of flashcard and board games on the learning motivation, flow experience, and learning outcomes of learners of Chinese language. The subjects of this research were 34 learners who took beginner Chinese courses. Empirical research found out that both flashcard and board games have positively significant effects on learners’ learning motivation, flow experience and learning outcomes. In which, learners in the board game group have significantly higher learning outcomes than those in the flashcards group. However, the learning motivation and flow experience of the flashcard group are significantly higher than that of the educational board game group.
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Siregar, Srimaryatun, Zulian Effendi, and Sayang Ajeng Mardhiyah. "Use of Flashcard Games in the Application of Cognitive Behavior Therapy (CBT) in Schizophrenic Patients with Risk of Violent Behavior." Jurnal Ilmu Kesehatan Masyarakat 12, no. 3 (February 3, 2022): 277–91. http://dx.doi.org/10.26553/jikm.2021.12.3.277-291.

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The increase in maladaptive behavior of schizophrenic patients in recent times, such as violent behavior, hitting people, breaking things until they commit a murder, has been troubling for the community. This situation is a serious concern for all parties, especially health workers, to provide comprehensive and effective mental nursing care management in reducing the symptoms of maladaptive behavior. Group therapy based on Cognitive Behavior Therapy (CBT) with Flashcard media is one of the development and innovation models of psychotherapy that can be useful in overcoming violent behavior in schizophrenia patients. This study was aimed to determine the effectiveness of CBT with flashcards on changes in violent behavior in schizophrenic patients. The research design was used a quasi-experimental pre-posttest with a control group. A sample of 50 people includes 25 people in the intervention group and 25people in the control group. The results were showed that the reduction in signs and symptoms of schizophrenic patients was greater in the intervention group than in the control group, with a value of p=0,000. The CBT therapy with flashcards was effective 66.6% in reducing violent behavior. CBT therapy with flashcards is recommended to be applied as effective, efficient, and easy therapy for health professionals and families to reduce violent behavior.
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McLaughlin, Thomas Ford, Ande Seines, K. M. Derby, and K. P. Weber. "The Effects of Direct Instruction Flashcards on Sight Word Skills ofan Elementary Student with a Specific Learning Disability." International Journal of Advances in Scientific Research 1, no. 3 (April 25, 2015): 167. http://dx.doi.org/10.7439/ijasr.v1i3.1789.

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The purpose of this study was to implement and evaluate a Direct Instruction (DI)flashcard system to teach sight word acquisition to a 6th grade student with a documented Specific Learning Disability. A multiple baseline design was used across word setswith each student to evaluate the effectiveness of the flashcard procedures. A functional relationship was demonstrated between the use of the strategies and the reading of sight words for the participant. The study showed that DI flashcards are able to be an effective way to teach students with specific learning disabilities (SLP). Both staff and students enjoyed the intervention.
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Dissertations / Theses on the topic "Flashcards"

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Crandell, Emily R. "Quizlet Flashcards for the First 500 Words of the Academic Vocabulary List." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6335.

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The Academic Vocabulary List (AVL) was produced by a rationale for word inclusion improved from the methodology used to generate Coxhead's AWL (Gardner & Davies, 2014). It offers a comprehensive view of high frequency academic vocabulary that could greatly benefit ELLs if implemented into ELL curricula (Gardner & Davies, 2014). However, because of the newness of the list, there are few learning resources currently utilizing the AVL. The major objective of this thesis project was to create digital flashcards for the first 500 words of the AVL to increase the list's accessibility to ELLs and teachers worldwide. These flashcards were made available through Quizlet's online interface. This paper describes the two types of flashcards developed: AVL words paired with simplified English (learner) definitions, and AVL words paired with L1 translations into seven languages. It further describes an evaluation of these flashcards by ESOL teachers working at a U.S. intensive English program, and concludes with suggestions for the future development of AVL learning resources.
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Brown, Kirsten M. "The Development of an ESP Vocabulary Study Guidefor the Utah State Driver Handbook." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5635.

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This thesis project details research conducted and the method employed to create a tool for acquiring the technical vocabulary from the Utah Driver Handbook. Technical terms were compiled into a vocabulary tool for English as a Second Language (ESL) learners. ESL programs within the state have noted the need for materials to help learners acquire this vocabulary. The tool will assist ESL learners preparing for the written driving exam by reinforcing the vocabulary through various iterations, including flash cards, simplified definitions, and an L1 gloss. Learners preparing for the exam will be able to study difficult vocabulary terms using the tool. The tool includes flashcards containing definitions and images, a list of terms with simplified learner definitions, and a list of terms in English with their Spanish equivalent. The tool was created with the intent of providing learners with the ability to revisit difficult terms in a number of ways (i.e. Quizlet, images, simplified definitions, and an L1 gloss). The intended outcome of this research is that the tool will be useful to ESL learners preparing for the written driving exam and be made applicable to learners in other settings.
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Baskova, Irina Mikhailovna. "Preparing Non-Native English Speakers for the Mathematical Vocabulary in the GRE and GMAT." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6684.

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The purpose of this study was to develop vocabulary materials to aid non-native English speakers, specifically Russian speaking test-takers, in their preparation for the mathematical sections of the General Record Examination (GRE) and the Graduate Management Admission Test (GMAT) in terms of English mathematical vocabulary. GRE and GMAT preparation materials and practice tests published by the Educational Testing Service, Kaplan, and Barron's were analyzed with the help of computer software. This data was then used to determine which key words to include in the vocabulary tool, which is now available on Quizlet (www.quizlet.com). The developed materials were further proofread by competent mathematics and English language professionals and assessed with the help of a questionnaire administered to them. The rationale of the materials development and the procedures used for the process are described in detail in this thesis project.
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Shimmin, Robyn. "Promoting Maintenance of Staff Training: A Comparison Between Video Modeling and a Flashcard Procedure." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1710.

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Maintenance of staff training continues to be problematic at agencies that serve individuals with developmental disabilities, due to high client to staff ratios, staff turnover and lack of time and resources for training. The purpose of this study was to find a refresher method that staff could independently access that would be effective, as well as convenient and non-aversive. Seven staff participants at a day program for adults with developmental disabilities were trained on two client intervention plans using a Behavioral Skills Training (BST) method. Each group was given follow-up training: one group received a video refresher; one utilized flashcards and one served as the control group. All participants increased correct responses after BST training. While all participants also maintained a higher percentage of correct responses after maintenance training, all of the video and one of the flashcard group participants exhibited higher scores in the last few months of the study than did the control group. Participant surveys revealed that the videos were the most preferred method of maintenance training; participants thought they would be most likely to independently access videos over flashcards, if the resources were made available.
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Clark, Eleanor Anne. "Tutor Assisted Vocabulary Support: Easing the Vocabulary Load for Burundian Refugees Studying for the U.S. Citizenship Test." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3821.

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The focus of this thesis was to develop vocabulary materials to supplement those already in use for emergent literate Burundian refugees preparing for the U.S. Citizenship Test. These learners study in conjunction with the International Rescue Committee in Salt Lake City, Utah, and with volunteer tutors who help them study. The flashcards and supporting activities were designed to better enable tutors to teach learners highly-dense vocabulary items, as well as to provide vocabulary scaffolding support for both learners and tutors and to increase depth of vocabulary knowledge with the target vocabulary. The U.S. Citizenship Test Vocabulary Flashcards and Vocabulary Support booklet were the products of a frequency-based vocabulary analysis to provide content-focused vocabulary instruction. This thesis details the steps and rationale of the process used to create these materials.
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Rumberger, Jessica L. "The Effects of Interspersal and Reinforcement on Math Fact Accuracy and Learning Rate." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367938103.

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Rausch-Aviles, Ann. "The Effect Of Guided Reading And Word-mapping On Vocabulary, Comprehension And Fluency Of Struggling Adolescent Readers." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/107001.

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CITE/Language Arts
Ed.D.
Educational research has demonstrated that there is a correlation between struggling readers and poor vocabulary knowledge skills. In this quasi-experimental study 53 fifth and sixth grade struggling reader in a low socioeconomic suburban school district were assigned to one of three treatments designed to improve their knowledge of 30 high frequency words by: 1) a word-mapping treatment in which students focused on the definition, synonyms, a sentence and drawing to illustrate the meaning of the targeted words; 2) a guided reading treatment in which students were presented with four different reading passages and asked to focus on and define the targeted words; and 3) a control treatment in which the district-wide use of flashcards drill and practice were used to learn words from the high frequency list. Students completed pre-tests and four week delayed post-tests after the treatment on each of five measures. Sentence construction was tested after the treatments were completed. Analysis of Covariance and correlated t-tests were done to investigate two questions: 1) Considering each treatment on its own, did word mapping, guided reading and flashcards treatments have a significant effect on vocabulary knowledge, comprehension, word recognition, fluency, sentence completion and sentence production; 2) Were there significant differences among the word mapping , guided reading and flashcard treatment groups? There were significant differences at the post-test among the three groups for word recognition and fluency.
Temple University--Theses
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Fishley, Katelyn M. "Effects of GO FASTER on Morpheme Definition Fluency of High School Students with High Incidence Disabilities." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1311904390.

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Saluke, Jessica Mary. "The Comparative Effects of Independent and Whole Class Active Student Response on Students’ Vocabulary Achievement in a High School Social Studies Class." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531220368893987.

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Bauer, Lisa. "GREat Physics: Feasibility Analysis of a Paper Flashcard Business Model." Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1279909226.

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Books on the topic "Flashcards"

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EMT flashcards. New York: Learning Express, 2011.

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East, Christina. Rainbow: Preliminary flashcards. London: Macmillan, 1990.

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Cartwright, Stephen. Telling the Time Flashcards: Flashcards (Farmyard Tales Flashcards). Usborne Books, 2006.

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Armstrong, Gary. Flashcards. Pearson Education, Limited, 2006.

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Litchfield, Jo. Flashcards. Usborne Books, 2002.

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Publishing, School Specialty. Spectrum Multiplication Flashcards (Spectrum Flashcards). Spectrum, 2000.

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Cartwright, Stephen, and Amanda Gulliver. ABC Flashcards (Farmyard Tales Flashcards). Usborne Books, 2003.

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Publishing, School Specialty. Spectrum Money Flashcards (Spectrum Flashcards). Spectrum, 2000.

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Miles, Lisa. Usborne Flashcards (Everyday Words Flashcards). Usborne Publishing Ltd, 1999.

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Publishing, School Specialty. Spectrum Phonics Flashcards (Spectrum Flashcards). Spectrum, 2000.

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Book chapters on the topic "Flashcards"

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Cramer, Erhard, and Udo Kamps. "Flashcards – Lösungen." In Grundlagen der Wahrscheinlichkeitsrechnung und Statistik, 371–83. Berlin, Heidelberg: Springer Berlin Heidelberg, 2020. http://dx.doi.org/10.1007/978-3-662-60552-3_6.

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Cheng, Yuang, Yue Ding, Sebastien Foucher, Damián Pascual, Oliver Richter, Martin Volk, and Roger Wattenhofer. "WikiFlash: Generating Flashcards from Wikipedia Articles." In Neural Information Processing, 138–49. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-92273-3_12.

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Saatz, Inga, and Andrea Kienle. "Learning with E-Flashcards – Does It Matter?" In Lecture Notes in Computer Science, 629–30. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40814-4_85.

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Zahidah Abdullah, Siti, and Nazlena Mohamad Ali. "Use of RSVP Techniques on Children’s Digital Flashcards." In Lecture Notes in Computer Science, 261–72. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-25200-6_25.

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Javorcik, Tomas. "Flashcards as a Microlearning Tool in English Language Teaching." In Advances in Intelligent Systems and Computing, 113–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72660-7_12.

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Whitmer, Daphne E., Cheryl I. Johnson, Matthew D. Marraffino, and Jeremy Hovorka. "Using Adaptive Flashcards for Automotive Maintenance Training in the Wild." In Adaptive Instructional Systems. Design and Evaluation, 466–80. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77857-6_33.

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Kothuri, Radhir, Ben Kenawell, Sarah Hertzler, Mark Babatunde, Nicholas Wilke, and Sam Cohen. "Analyzing Trends in Pen Computing among K-2 Students Through Flashcards Application." In Human–Computer Interaction Series, 259–65. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15594-4_26.

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Li, Jui-Teng, and Yi-Nan Fan. "Using iPad to Make E-Flashcards and Sharing the E-Cards Through Doceri." In Human–Computer Interaction Series, 249–57. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15594-4_25.

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Zaffke, Aaron, Niharika Jain, Norah Johnson, Mohammad Arif Ul Alam, Marta Magiera, and Sheikh Iqbal Ahamed. "iCanLearn: A Mobile Application for Creating Flashcards and Social Stories™ for Children with Autism." In Smart Homes and Health Telematics, 225–30. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-14424-5_25.

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Whitmer, Daphne E., Cheryl I. Johnson, Matthew D. Marraffino, Rebecca L. Pharmer, and Lisa D. Blalock. "A Mastery Approach to Flashcard-Based Adaptive Training." In Adaptive Instructional Systems, 555–68. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50788-6_41.

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Conference papers on the topic "Flashcards"

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Idehara, Norimichi, and Takahiro Ushirogi. "Ethereal flashcards." In the 2012 Virtual Reality International Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2331714.2331748.

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Rahayu, Esty Puji, and Lailatul Khusnul Rizki. "Effect of Affirmation Flashcards on Level of Anxiety in Second Stage of Labor at Midwifery Clinic, East Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.49.

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ABSTRACT Background: The Indonesia Demographic and Health Survey (IDHS) 2017 reported a high maternal mortality rate (MMR) in Indonesia. Safe and effective management of the second stage of labor presents a clinical challenge for laboring women and practitioners of obstetric care. This study aimed to examine effect of affirmation flashcards on level of anxiety in second stage of labor at midwifery clinic, East Java. Subjects and Method: This was a quasi-experiment with pre and post-test design was conducted at Mei Kurniawati, Amd.Keb midwifery clinic, Surabaya from July to September 2020. A sample of 30 pregnant women who planned to give birth normally at Mei Kurniawati, Amd.Keb midwifery clinic was selected by simple random sampling. The dependent variable was anxiety in second stage of labor. The independent was flashcard affirmation treatment. The data were analyzed by Paired T test. Results: Effect of Flashcard Affirmation treatment on anxiety, control variable (Mean=-3.70; SD= 1.48; p< 0.001) was higher than treatment variable (Mean= -2.15; SD= 1.44; p< 0.001). Effect of flashcard affirmation on the duration of second stage of labor, control variable was higher (Mean= -8.88; SD= 3.81; p< 0.001) than treatment variable (Mean=-1.02; SD= 1.17; p< 0.001). Conclusion: Maintaining the mother’s psychological condition can be done by giving positive affirmations to the mother, besides that the support of husband and family is also an important point, for that research that may be carried out to develop this research is the role of husband support in the smooth delivery of labor. Keywords: flashcard affirmation, second stage of labor, anxiety Correspondence: Esty Puji Rahayu. Universitas Nahdlatul Ulama Surabaya. Jl. SMEA no.57, Surabaya. Email: esty@unusa.ac.id Mobile: 085755196600. DOI: https://doi.org/10.26911/the7thicph.03.49
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Wu, Yu Tzu, Eric Fujiwara, and Carlos K. Suzuki. "AR Flashcards for Asian Language Learning." In 2020 IEEE 2nd Global Conference on Life Sciences and Technologies (LifeTech). IEEE, 2020. http://dx.doi.org/10.1109/lifetech48969.2020.1570619196.

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See, Aaron Raymond, Chris Jordan Aliac, Therese Bolabola, Justine Klynt Salgarino, Mark Kenith Simbajon, and Avery May Tabanao. "Developing Tactile Flashcards from 2D Images." In 2022 IEEE International Conference on Consumer Electronics (ICCE). IEEE, 2022. http://dx.doi.org/10.1109/icce53296.2022.9730538.

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Jumail, Dayang Rohaya Awang Rambli, and Suziah Sulaiman. "A guided digital storytelling prototype system using illustrated flashcards." In 2010 International Symposium on Information Technology (ITSim 2010). IEEE, 2010. http://dx.doi.org/10.1109/itsim.2010.5561377.

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Jumail, Dayang Rohaya, Awang Rambli, and Suziah Sulaiman. "A design framework for flashcards based guided digital storytelling." In 2nd International Conference on Computer and Automation Engineering (ICCAE 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccae.2010.5451834.

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Saputri, Tiyas, and Astri mardila Ramli. "Improving Vocabulary Mastery Through Flashcards in Sartika Kindergarten Surabaya." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.47.

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Price, Edward, Charles De Leone, Nathaniel Lasry, Chandralekha Singh, Mel Sabella, and Sanjay Rebello. "Comparing Educational Tools Using Activity Theory: Clickers and Flashcards." In 2010 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2010. http://dx.doi.org/10.1063/1.3515219.

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Huisinga, Laura A. "Collaborative Design of Augmented Flashcards for Design History Class." In 2021 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW). IEEE, 2021. http://dx.doi.org/10.1109/vrw52623.2021.00208.

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Alfarisy, Mukhammad S., Erika S. Damayanti, Rizky Hidayah, and Nise S. Sasanti. "Kanji Flashcards and Apps Based on Augmented Reality." In International Joint Conference on Arts and Humanities 2021 (IJCAH 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211223.042.

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