You are located in service: RWTHmoodle

Using the Cardbox activity

Using the Cardbox activity


Both managers and students can create learning cards that students can use for practice. This allows managers and students to collaboratively put together the most important learning content for the entire course.

The Cardbox activity therefore offers both roles almost identical options and functionalities. Only the release and subsequent editing of learning cards is exclusive to managers.

For this reason, the following explanations always refer to both user perspectives, unless a separate restriction to managers is made.



1.Add a Card
2. Review
3. Practice
4. Progress
5. Overview

After opening the Card Box activity, you will be taken to the overview of the cards available for practice. In total, the view comprises several tabs, five for managers and four for students.

  • Create card - Create new learning cards here.
  • Practice - Practice already existing learning cards.
  • Progress - Show students the fill level of their larning cards.
  • Review (only visible for managers) - Check and approve learning cards to be used for practice.
  • Overview - Shows all approved learning cards.

Manager perspective:


Student perspective:


1. Add a card

Under the tab "Add a card" you will find a form to create new learning cards. Here you can use texts, images and sound recordings and assign the card to a topic. The cards are basically available to all participants in the course room.

  • Topic - Assign the new card to an existing topic or alternatively create a new topic. Categorizing the cards by topic has several advantages:
    • Learning is improved through frequent context changes. This is why the index cards are shuffled by topic within an exercise.
    • Students can prioritize a topic in the exercise settings in order to learn specifically for one topic, for example, for exam preparation.
    • On the overview page, all approved cards can be displayed filtered by topic.
  • Question or prompt - Write the question that needs to be answered.
  • Question image - Optionally add a picture.
  • Question sound - Optionally add an audio file.
  • Solution - Enter the solution here. A card can have several solutions. These can be alternative solutions or partial solutions. The solutions must be entered differently for the two cases.
    • For alternative solutions use the existing solution field to enter all alternatives.
    • For partial solutions enter the partial solutions individually by clicking on "further solution". This is the only way to automatically check the answers of the students for correctness.

Click on "Save" to save the card and place it in the "Overview" tab. Here it must be confirmed by the managers and approved for practice. This intermediate step serves the purpose of quality assurance.

Click on "Save and accept without review" to save the card in the "Overview" tab and immediately release it for practice. This option is only available for managers.


2. Review

Newly created cards are displayed to managers under the Review tab. There you can

  • Button zum Bearbeitenedit cards,
  • Button für die Freigabe approve them for learning or
  • Button zum Ablehnen einer Karte reject them.
For quality assurance purposes, new cards only appear in the students' card boxes after a manager has approved them. Please note that students whose newly created card has been rejected will not receive immediate feedback on this at the moment. The rejection will only become apparent during the practice phases if the card one has created is not displayed.

3. Practice

At the beginning of each exercise different settings for exercise mode, topic weighting and repetition of already learned cards can be made:

Screenshot Practice options


3.1. Practice mode Automatic check

In the Practice mode "Automatic check" students type in their answers. The answers are checked automatically. The automatic check ignores upper and lower case and the order of the given answers in case of several solutions (partial solutions). Spelling mistakes, spelling of German umlauts that differ from the solution (e.g. ae instead of ä) or missing punctuation and spaces are not recognized and are evaluated as incorrect answers.

Therefore: An answer is considered correct if it is completely contained in the solution or vice versa if the solution is completely contained in the student's answer. For this reason, the automatic check is particularly appropriate for clearly defined short answers.

An incorrectly displayed mistake can, however, be marked as correct by the learners if their own answer does not exactly match the answer they are looking for, but is correct in terms of content.


3.2. Practice mode Check yourself

In check yourself mode, learners can, for example, answer orally or write down their answers. This procedure is especially recommended for longer answers, which can be expected as incorrect due to different spelling. This mode is also useful in subjects with a high level of formalities, as the automatic check cannot check formulas.

In terms of learning psychology, it is also more effective to note down the answers by hand than to type them, especially if a handwritten solution is also expected in the exam.


3.3. Selection of the learning cards

Based on the last date of exercising a card and on the card box in which it is currently located, the ideal time to repeat the exercise is determined (see "The Card Box Principle" in the manual General info on the Cardbox activity). The earlier a card is due, the higher priority it will have in the card selection. If two cards are due within only 3 hours, the card that is in a front compartment, i.e. one that is not yet well mastered, is prioritized. If this is also the same, the card that had to be repeated more often will be prioritized because it is probably more difficult for the student. If there is also no difference, the card whose last repetition was longer ago is prioritized.

Each exercise consists of up to 21 cards. If more cards are to be practiced, another exercise can be started afterwards.


3.4. Priority topic

Priority topic means that preferred cards on that topic are selected for the exercise. This can be useful before a quiz, for example. The prerequisite is that a topic was assigned when the cards were created. This can also be done later by the manager via the review or overview.


3.5. Practice cards before they are due

In the exercise settings, students can choose whether they want to include non due cards in the selection for the practice. This only happens if less than 21 cards are due. If they answer correctly, they will not be sorted into the next higher compartment. Thus the students can practice in examination phases as often as desired, without the cards leaving the card box already after one day as allegedly permanently learned.


4. Progress

Under the "Progress" tab, students can see the current fill level of their individual card index (left in the picture) as well as their previous exercise success (right in the picture). Managers do not have the possibility to view the students' exercise successes.

5. Overview

This page is still under construction. Here all approved cards are displayed, i.e. all cards that are or can be used for learning. A filter allows to display only the cards of a certain topic or only cards without a topic. Managers can also use this page to edit cards that have already been approved, to correct any errors that have been overlooked or to add a new topic assignment. If you subsequently edit a card that has already been shared, students will be notified and informed about the current contents of the card. In this way, surprises are avoided when practicing already known cards.


last changed on 01/29/2021

How did this content help you?

GNU General Public License 3
This work is licensed under a GNU General Public License