Why I Started Chewable

The journey to creating Chewable began with a simple experiment inspired by the book How We Learn and Why It Happens. The experiment involved two articles with similar content and concepts, and the process was straightforward but revealing. Here’s how it worked:

Experiment Process:

  1. I read two articles of roughly equal content and concept count for 5 minutes each. This repetitive reading allowed me to go through each article 4-5 times.
  2. After reading, I set an alarm for an hour and deliberately occupied myself with other tasks, avoiding any thoughts about the articles.
  3. When the alarm went off, I reread the first article for 5 minutes.
  4. Instead of rereading the second article, I grabbed a piece of paper (or opened my note-taking app) and tried to recreate it from memory, detailing as much as I could recall.
  5. I set another alarm for 24 hours.
  6. After 24 hours, I attempted to rewrite both articles from memory.

This experiment’s results were eye-opening. The article that I tried to rewrite from memory, without rereading, was far more deeply embedded in my mind. It made me realize that there could be a better, more effective process for learning—a process that goes beyond simple repetition. A Practical Demo of Effective Learning Strategies is available, but I suggest finishing this article first and then trying it after.

Fundamental Concepts Based on Neuroscience Research

Reflecting on my own academic journey, I excelled in school from childhood through college, often cramming during exam week. I developed a habit of rereading books and notes, which seemed effective in the short term. However, I now wish I had known about the neuroscience behind learning earlier. This realization has driven me to make it my mission to teach others about the science of learning, ensuring they can benefit from more valuable study strategies.

Common Less Valuable Strategies

  • Focus on Short-Term Goals: While immediate goals might seem important, they often lead to strategies that don’t support long-term retention.
  • Re-absorbing and Re-reading: Highlighting and repetitive review create an illusion of fluency—making learners confident because the material feels familiar, but this doesn’t lead to lasting memory.
  • Cramming: This might work temporarily but fails to promote deep learning.
  • Over-Noting: Taking notes on every detail can lead to information overload without meaningful retention.
  • Restlessness and Sacrifice: Especially for teenagers, whose circadian rhythms are different, early school schedules can hinder effective learning.

The Fluency Illusion

One of the most misleading aspects of traditional study methods is the fluency illusion. This phenomenon occurs when the material feels easy to understand and recall simply because it has been reviewed repeatedly. The ease with which you process the information creates a false sense of mastery.

When you repeatedly read a text or highlight notes, your brain becomes familiar with the material, making it seem like you've learned it well. However, this familiarity doesn’t necessarily translate to the ability to recall or apply the information in different contexts. The fluency illusion is a major pitfall because it boosts your confidence without actually enhancing your understanding or long-term retention of the material.

More Valuable Strategies

To counteract the fluency illusion and engage in more effective learning, consider these strategies:

  • Recall Practice or Testing Effect: This strengthens neural connections, making it easier to retrieve information later.
  • Spaced Repetition or Spacing Effect: Ideal study schedules avoid cramming and are strategically spaced according to the forgetting curve, optimizing retention.
  • Desirable Difficulty: Learning should be challenging but manageable, encouraging deeper engagement with the material.
  • Sleep: Essential for memory consolidation and overall cognitive function.
  • Metacognition: Being aware of how well you’re learning and measuring progress is crucial for effective study habits.

Philippine Nursing

I have a nursing student friend, and through them, I’ve learned that nursing students already engage in frequent testing, which is crucial for their education. However, the effectiveness of these tests depends on whether they’re spaced perfectly for optimal learning. Another concern is that each student has unique strengths and weaknesses, especially given the vast array of subjects and concepts they must master. This raises the question: Should practice testing be more personalized?

Future Fields to Support

As I look to the future, I see Chewable extending its support to other fields in the Philippines:

  • Education Students and Graduates: Particularly those preparing for the Licensure Examination for Teachers (LET).
  • Criminology Students: Also for those preparing for their licensing exams.

The goal is to tailor learning strategies to each field, ensuring that every student has the tools they need to succeed, not just in passing exams, but in mastering their chosen disciplines for life.

Books for Further Reading