Glass Notes is built on a foundation of primary user research and established learning science.
We conducted a comprehensive survey of Swedish university students (n=85) to understand their current practices and pain points with lecture content capture and organization.
91%
of students photograph lecture content
67%
report these materials go unused
60%
have lecture photos mixed with personal images
86%
already utilize AI for studying
74%
would use automatic organization if available
78%
want AI-powered Q&A for their notes
The spacing effect, first documented by Ebbinghaus (1885), demonstrates that learning is more effective when study sessions are spaced out over time rather than massed together. Our review scheduling feature is built on this principle.
Research by Cepeda et al. (2006) showed that optimal spacing can increase retention by up to 200% compared to massed practice.
Karpicke & Blunt (2011) demonstrated that retrieval practice—actively recalling information—produces more learning than passive review. Our AI chat feature encourages this by allowing students to test their understanding through questions.
Their research showed retrieval practice produced 50% more learning than elaborative studying with concept mapping.
The cognitive theory of multimedia learning suggests that learning is enhanced when information is presented in both visual and verbal formats. Glass Notes preserves the original visual content while providing AI-generated textual summaries.
Morris, C. (2024). The photo habit: Why students photograph everything but learn nothing. Teaching in Higher Education.
Dahlstrom, E., Brooks, D. C., Grajek, S., & Reeves, J. (2015). ECAR Study of Students and Information Technology. EDUCAUSE Center for Analysis and Research.
Karpicke, J. D., & Blunt, J. R. (2011). Retrieval Practice Produces More Learning than Elaborative Studying. Science, 331(6018), 772-775.
Ebbinghaus, H. (1885). Über das Gedächtnis: Untersuchungen zur experimentellen Psychologie. Leipzig: Duncker & Humblot.
Cepeda, N. J., et al. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354-380.
Try Glass Notes and see how evidence-based features can improve your learning outcomes.
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