Are Mnemonics Still Relevant for University Students? A Review of Cognitive Foundation, Educational Impact, Limitations and Future Research Directions

University students are supposed to acquire, memorize and practice types of knowledge that are specific to disciplines. They need to recall the factual and procedural details and learn to think analytically, make clinical judgments and solve problems. Mnemonics are organized memory techniques which relate unknown knowledge with meaningful words, pictures, places, patterns or narratives. Despite the occasional criticism of mnemonics promoting surface-level memorisation, current evidence suggests that properly designed mnemonic strategies can support retrieval of information, scaffold highly complex tasks, promote learning, and assist in tapping underlying knowledge. This review examines the persistence of mnemonics in higher education by addressing why they are cognitive, their advantages and their limitations in education, and possible combinations with retrieval practice and digital learning strategies. Evidence is summarised in a consolidated table. This review identified that studies in mnemonics remain constrained by short follow-up periods, single-institution studies, strong reliance on student perceptions, and insufficient assessment of knowledge transfer to authentic professional practice. Future studies should therefore adopt multicenter, longitudinal, mixed-method designs. Additionally, studies should also compare that compare instructor-developed and student-generated mnemonics and assess their effectiveness when used alongside retrieval practice.

mnemonics; higher education; memory retention; learning strategies; academic performance

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