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<p>The selection and application of learning strategies for college students is a hot topic in the field of education. However, there is no consensus on a universal learning strategy for most learners. The methods for discovering such a strategy are also unclear. This lack of agreement is largely due to the absence of unified measurement criteria and the difficulty of comprehensively comparing multiple strategies in experiments. Moreover, the interactions between different combinations of strategies remain unclear. To establish a unified measurement standard and identify effective learning strategies, this study uses a quantitative approach. It introduces the Asymptotic Retention Rate (ARR), based on the forgetting curve, as a metric for evaluating vocabulary learning outcomes. ARR does not focus solely on learners’ memory performance at a specific time point but instead quantifies the persistence of memory over a broader time range. A mathematical model was used to rank 12 common strategies among East Asian college students. Results show that the digital flashcard strategy is the most effective when used alone, followed by the paper flashcards and partner interaction game. Further analysis finds that the combination of three strategies (electronic dictionary, contextual guessing, and task-based reading) led to the optimal learning outcomes. These findings provide practical guidance for improving learning strategies and efficiency.</p>

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Identifying Optimal Learning Strategies: Application of the Asymptotic Retention Rate Model in College Students’ Vocabulary Learning

  • 期刊论文

  • 发表日期：

    2025年2月1日

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  • Mengsiying Li,
  • Tai Wang

摘要

The selection and application of learning strategies for college students is a hot topic in the field of education. However, there is no consensus on a universal learning strategy for most learners. The methods for discovering such a strategy are also unclear. This lack of agreement is largely due to the absence of unified measurement criteria and the difficulty of comprehensively comparing multiple strategies in experiments. Moreover, the interactions between different combinations of strategies remain unclear. To establish a unified measurement standard and identify effective learning strategies, this study uses a quantitative approach. It introduces the Asymptotic Retention Rate (ARR), based on the forgetting curve, as a metric for evaluating vocabulary learning outcomes. ARR does not focus solely on learners’ memory performance at a specific time point but instead quantifies the persistence of memory over a broader time range. A mathematical model was used to rank 12 common strategies among East Asian college students. Results show that the digital flashcard strategy is the most effective when used alone, followed by the paper flashcards and partner interaction game. Further analysis finds that the combination of three strategies (electronic dictionary, contextual guessing, and task-based reading) led to the optimal learning outcomes. These findings provide practical guidance for improving learning strategies and efficiency.