Exploring learning processes: A qualitative diary study of digital VS. print flashcards in Japanese vocabulary acquisition

Abstract

This study explores learning processes and learner perceptions in the use of printed and digital flashcards for Japanese vocabulary acquisition. Employing a qualitative diary study, data were collected from daily learning logs completed by learners at LPJ Bali during an ongoing instructional intervention. The learning logs documented study time, learning strategies, and perceived challenges while using either printed or digital flashcards. The findings reveal distinct patterns between the two flashcard modes. Learners using digital flashcards tended to engage in shorter study sessions and frequently combined multiple learning modes within a single session, whereas learners using printed flashcards more often studied for moderate durations using sequential and repetitive strategies. Reported challenges also differed across modes. While challenges in the printed flashcard group were mainly related to sustained effort and kanji processing, challenges in the digital flashcard group were more commonly associated with technical issues and attentional lapses. These findings are discussed through the lens of Cognitive Load Theory and Multimedia Learning Theory. The study suggests that although digital flashcards offer multimodal and game-based learning affordances, they may introduce additional extraneous cognitive load if not optimally managed. Conversely, printed flashcards provide a more stable learning environment with lower instructional complexity.