You mention that planting a seed of Anki usage in 6th grade is a good thing. Do you have any thoughts about how to help a child get started with an Anki habit?
I don’t, unfortunately. I don’t have any special insight into children at this point in my life, and I can barely remember what my mental life was like back then. (Too bad I didn’t use Anki to remember what it was like to be in 6th grade!)
There are always instrumental things to appeal to (e.g. “by using this application, you can do your work faster and have more time to play with your friends”), but that might take away from their intrinsic motivation if they view Anki as just a means to more free time.
I’d like to defer to LessWrong users who have actual experience with kids.
It’s sort of like how I learned trig in high school and I can’t apply it to a real world problem to save my life. If I’d learned trig for myself, when I thought it’d be useful, it’d be way more applicable and not be so siloed to ‘this is how you use trig to solve math problems on a test’
You mention that planting a seed of Anki usage in 6th grade is a good thing. Do you have any thoughts about how to help a child get started with an Anki habit?
Try checking out the external links in Gwern’s post:
https://www.lesswrong.com/posts/dtCfxYubZgRnEkGpQ/a-second-year-of-spaced-repetition-software-in-the-classroom
https://www.gwern.net/docs/www/bentilly.blogspot.com/f83ff5823759c2f47e889fa894273d84fa6551d0.html
I don’t, unfortunately. I don’t have any special insight into children at this point in my life, and I can barely remember what my mental life was like back then. (Too bad I didn’t use Anki to remember what it was like to be in 6th grade!)
There are always instrumental things to appeal to (e.g. “by using this application, you can do your work faster and have more time to play with your friends”), but that might take away from their intrinsic motivation if they view Anki as just a means to more free time.
I’d like to defer to LessWrong users who have actual experience with kids.
The creator of spaced repetition has talked about how usage in children of SRS is not a great idea here
Roughly idea is that self-direct learn drive based learning is needed for coherent, well connected models.
It’s sort of like how I learned trig in high school and I can’t apply it to a real world problem to save my life. If I’d learned trig for myself, when I thought it’d be useful, it’d be way more applicable and not be so siloed to ‘this is how you use trig to solve math problems on a test’