QUIZLET in the Classroom and at Home.
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Type of site
|Available in||English, German, Spanish, Chinese (Traditional and Simpified), Japanese, Korean, Portuguese (BR), Polish, Russian, French, Quebec French, Indonesian, Dutch, Italian, Turkish, Vietnamese|
San Francisco, California
|Area served||Select locations in the world|
|Alexa rank||238 worldwide, 49 in the U.S. (February 2019)|
|Launched||January 17, 2007|
Quizlet is a mobile and web-based study application that allows students to study information via learning tools and games. It is currently used by two-thirds of high school students and half of university students in the United States. It was created by Andrew Sutherland in October 2005 and released to the public in January 2007. Quizlet trains students via flashcards and various games and tests. As of February 6, 2019, Quizlet has over 300 million user-generated flashcard sets and more than 50 million active users. It now ranks among the top 50 websites in the U.S. In 2016, Quizlet was recognized by SimilarWeb as the fastest growing US Education site in 2015.
Until 2011, Quizlet shared staff and financial resources with the Collectors Weekly web site. In 2015, they announced raising $12 million from Union Square Ventures, Costanoa Venture Capital, Altos Ventures and Owl Ventures to expand its digital study tools and grow internationally.Quizlet was conceptualized by Sutherland while he was memorizing animal names for his French class. To aid in memorizing words, he began writing a program to help him study. These first lines of code were deleted and then rewritten over a course of 420 days.
In 2011, added the ability to listen to content using text-to-speech.
In August 2012, released an app for the iPhone and iPad and shortly afterward released an app for Android devices.
On April 29, 2015, enabled HTTPS on their site..
On August 10, 2016, a revamp to their website with a new design interface, along with a new logo and homepage. Their mobile apps for iOS and Android also received a design interface update.
On August 23, 2017,a new diagramming feature to help learners with subjects heavy on visuals like geography, vocabulary, anatomy, and architecture.
Study modes and games
- Flash Cards
- This mode is similar to paper flash cards. Users are shown a “card” for each term, which they can flip over by clicking or using the arrow keys or space bar. The user has the option for the face of the card to be an image, a word, or both.
- In this study mode, definitions scroll vertically down the screen in the shape of asteroids. The user must type the term that goes with the definition before it reaches the bottom of the screen. It is one of the ‘Play’ study modes. Gravity was adapted from a previous game, Space Race. The user can pick the level of difficulty and game type.
- In this study mode, users are shown a term or definition and must type the term or definition that goes with what is shown. After entering their answer, users see if their answer was correct or not, and can choose to override the automatic grading and count their answer as right if needed. This mode was previously called “Learn.”
- Long-Term Learning
- In this study mode, users are given a recommended study set based on whether or not they answer study set questions correctly. Repetition of terms answered incorrectly increases in frequency and a dashboard shows learning progress over time. The mode uses spaced repetition concepts to focus on longer-term retention and subject mastery versus shorter-term memorization.
- In this mode, the term is read out loud and users must type in the term with the correct spelling. If the user gets every answer correct, they are rewarded with a video of a monster truck doing a jump, wheelie, and a flip. 
- In this study mode, users are presented with a grid of scattered terms. Users drag terms on top of their associated definitions to remove them from the grid and try to clear the grid in the fastest time possible. Micro-match is a related matching game geared towards mobile devices and devices with small screens. Users may access the Micromatch mode on non-mobile devices by manually editing the URL in Match mode to use “micromatch” instead of “match”. Match was previously attributed as “Scatter”. Though the name of the study mode changed, the game itself did not.
- In this study mode, a user with a Teacher upgrade (usually a teacher) breaks their class up into teams of however number of teams they want. The teacher chooses whether to start with a definition or term. Each team will have to choose the correct term/definition to win, with the team that has the most points winning. If the teacher decides to shuffle the teams, the groups are randomly put into new teams. This game works by choosing a set of flashcards and putting these flashcards into a format which works for the game.
10 Benefits to Playing Games in the Classroom
Playing games in the classroom increases overall motivation. By playing games, students become more motivated to learn, pay attention and participate in set tasks. Games help students to become a part of a team as well as take responsibility for their own learning. They can also be a great classroom management tool, helping to motivate a class.
By playing games, students become more motivated to learn, pay attention and participate in set tasks. Games help students to become a part of a team as well as take responsibility for their own learning. They can also be a great classroom management tool, helping to motivate a class.
They can also be a great classroom management tool, helping to motivate a class.
Students can become very competitive in the classroom, especially boys. Games are a great way to control the competitiveness between peers. By using games in the classroom, students can compete against each other whilst
Games are a great way to control the competitiveness between peers. By using games in the classroom, students can compete against each other whilst
By using games in the classroom, students can compete against each other whilst playing a game, then support each other during other learning activities.
Most games require problem-solving strategies and planning. By applying a range of strategies in a game, students are able to use their working memory to solve problems, increasing their mental cognition. Stimulating the brain with strategies in a game can be a great brain workout!
By applying a range of strategies in a game, students are able to use their working memory to solve problems, increasing their mental cognition. Stimulating the brain with strategies in a game can be a great brain workout!
Stimulating the brain with strategies in a game can be a great brain workout!
Using games in a lesson, as part of teaching and learning, helps to create positivity around the lesson, motivating students with their participation and creating a positive attitude towards learning.
Games can also create a positive memory and experience of learning for students in the classroom.
Having to answer questions on a worksheet, or produce a page of text can be quite daunting and stressful for some students. It can also create a negative perception of a students’ learning environment.
As an alternative to worksheets, games can be used as a less stressful way for students to demonstrate their knowledge, skill and understanding of a topic. Being less stressed will help students to have a more positive perception of their learning environment and give a true indication of their own learning.
Playing a range of content specific games can increase memory. As they play a game, students need to remember important details about a topic but also use their working memory to think and act quickly.
Games that were made by the students can be some of the most effective. As students construct a game they are required to use their memory of specific content to create questions and answers suitable for the game, then use their memory of the topic to play the game.
Playing games in the classroom increases class cooperation.
Students need to work together as a team when playing as a whole class against the teacher, or in small team groups when playing games with each other.
Through games students learn how to take turns, build respect, listen to others and play fairly. Classroom games can also be used as a team building exercise.
Playing games requires students to pay great attention to detail. As games can move quickly, when playing a game, a student needs to be alert and attentive.
This attentiveness when playing a game can help students to stay focused on other tasks in the classroom throughout the day.
Playing games in the classroom is always great fun!
When playing a game, endorphin’s are produced that stimulate the brain and gives students a feeling of euphoria. This feeling of euphoria creates a great sense of happiness and excitement for students in the classroom, developing a positive learning environment.
Games are a great tool to use in the classroom to consolidate new knowledge.
After teaching new content to the class, provide students with a game that will consolidate their understanding and make connections with what they already know. Asking students to create their own content specific games can also be a great way to assess students at the end of a unit of work.
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