Learning Science

Pedagogical Foundations

FSRS spaced repetition, gamification theory, and in-context learning. Research-based, proven methods.

Scientific Foundations

Four Core Principles

The four core foundations of WordMatik's learning science.

PILLAR 01

Spaced Repetition (FSRS)

Forgetting Curve & FSRS v4

In 1885, Hermann Ebbinghaus discovered that learned information is systematically forgotten over time and modeled it with the 'forgetting curve'. The way to break this curve is to repeat the information just before it is about to be forgotten.

WordMatik uses the FSRS (Free Spaced Repetition Scheduler) v4 algorithm. FSRS combines Ebbinghaus's findings with modern machine learning to calculate a separate recall curve for each student and each word.

An individual recall coefficient is calculated for each word
Hard words are shown more often, easy words less often
Intervals can range from hours to months

Ebbinghaus, H. (1885). Über das Gedächtnis. Duncker & Humblot.

PILLAR 02

Gamification

Self Determination Theory & Flow State

Deci and Ryan's (1985) Self Determination Theory suggests that it emerges when three basic psychological needs are met: competence, autonomy, and relatedness.

WordMatik's game mechanics are designed to meet these three needs. The point and badge system feeds the sense of competence; game choice provides autonomy; class leaderboards and live battles strengthen the sense of relatedness.

25 different badges and achievements feed the need for competence
Daily streaks sustain intrinsic motivation
Live battles provide relatedness and social connection

Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior.

PILLAR 03

Learning in Context

Krashen's Input Hypothesis & AI Stories

According to Krashen's Input Hypothesis (1985), language acquisition occurs with comprehensible input slightly above the learner's current level. Words are retained when learned in meaningful contexts, not abstract lists.

WordMatik's 'New Word' game uses AI to create short stories tailored to each student's level, presenting the target word in a natural context.

AI adjusts story complexity based on class level
Different contexts for each word reinforce reuse patterns
Visual and text are presented together to support dual coding

Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. Longman.

PILLAR 04

Active Recall

Testing Effect & Production Practice

Research shows that actively recalling (test effect) strengthens memory traces more than passively re-reading.

'Write the Meaning' game is the purest application of this principle. The student sees the English word and produces the Turkish equivalent by writing it. This active recall process increases long-term memory by 2-3 times compared to multiple-choice formats.

'Write the Meaning' game requires full production practice
Each incorrect answer generates a strong signal for FSRS
Active recall makes each repetition session much more efficient

Roediger, H. L., & Karpicke, J. D. (2006). The Power of Testing Memory. Perspectives on Psychological Science.

MEB Curriculum

Ministry of Education Curriculum Compliance

All words are classified according to T.C. Ministry of Education English curriculum units.

5th Grade

A1 level · 8 units · ~320 words

6th Grade

A1-A2 level · 9 units · ~380 words

7th Grade

A2 level · 9 units · ~400 words

8th Grade

A2-B1 level · 9 units · ~420 words

9th Grade

B1 level · 10 units · ~450 words

10-12th Grade

B1-B2 level · 10 units · ~500+ words

2,470+

Total Words

Grades 5-12

55+

Units

Aligned with MEB curriculum

Grade Levels

5th to 12th grade

Academic References

Research shaping WordMatik's pedagogical approach.

Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006)

Distributed practice in verbal recall tasks: A review and quantitative synthesis.

Psychological Bulletin, 132(3), 354-380.

Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015)

Foundations of game-based learning.

Educational Psychologist, 50(4), 258-283.

Roediger, H. L., & Karpicke, J. D. (2006)

The Power of Testing Memory. Perspectives on Psychological Science.

Perspectives on Psychological Science, 11(2), 181-210.

Teacher Experiences

What Teachers Say?

B.A.

“My students are learning unit words much faster than before. They even started asking for pre-exam repeats on their own — a huge change for me.”

English Teacher · Istanbul, State School · 6th and 7th Grade

F.K.

“I can see the FSRS algorithm working in analytics. I track the increase in words marked as 'mastered' weekly, and it's obvious. The live battle feature has become almost a ritual at the start of classes.”

English Teacher · Ankara, Private School · 9th and 10th Grade

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