Study differently with Meleti
Alpha version v0.4
Create the right card for how you want to learn.
What you can do with Meleti
Level up your card creation
Meleti supports creative learning with five different card types, giving you flexibility in how you think, recall, and connect ideas.
You decide how much help you want. Create cards manually, or use AI to add detail, polish wording, or generate cards for you — always under your control.
About the creator
I created Meleti because I was tired of studying with tools that never fit me or my needs. After spending hundreds of hours preparing for the MCAT and leading a funded university program in clinical leadership alongside a demanding academic workload, I realized that most study platforms simply don't reflect how students actually learn.
That experience pushed me to stop waiting for someone else to build the right tool and to take responsibility for creating it myself. Meleti was built with one priority in mind - the student.
I believe knowledge is power, and in today's world it feels harder than ever to study deeply and without distraction. Meleti exists to adapt to and understand students, because that's what we deserve.
References
Meleti is inspired by research in learning science and spaced repetition.
Active recall & card creation
Research shows that actively retrieving information and generating learning material leads to deep understanding and stronger long-term retention. Meleti draws upon strategies backed by research to encourage usage of central mechanisms for effective learning.
- Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying. Psychological Science, 22(4), 771-778.
- Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249-255.
- Fiorella, L., & Mayer, R. E. (2015). Learning as a generative activity: Eight learning strategies that promote understanding. Educational Psychology Review, 27(4), 717-741.
Spaced repetition and learning scheduling
Research in cognitive science shows that learning is most durable when review is spaced over time and scheduled adaptively based on performance. Spaced repetition improves retention efficiency by revisiting material at intervals aligned with memory strength, while learning algorithms can further optimize these intervals for long-term recall.
- Kang, S. H. K. (2016). Spaced repetition promotes efficient and effective learning. Policy Insights from the Behavioral and Brain Sciences, 3(1), 12–19.
- Wozniak, P. A., & Gorzelańczyk, E. J. (1994). Optimization of repetition spacing in the practice of learning. Acta Neurobiologiae Experimentalis, 54, 59–62.
- Pavlik, P. I., & Anderson, J. R. (2005). Practice and forgetting effects on vocabulary memory: An activation-based model. Cognitive Science, 29(4), 559–586.
Information granularity & cognitive load
Breaking complex information into smaller, focused units reduces cognitive load and improves learning efficiency. Well-designed cards that target specific concepts enable learners to process and encode information more effectively.
- Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.
- Paas, F., & van Merriënboer, J. J. (2020). Cognitive-load theory: Methods to manage working memory load in the learning of complex tasks. Current Directions in Psychological Science, 29(4), 394-398.
Learner control & metacognition
Meleti allows learners to control their learning pace and reflect on their understanding through analytics. This enhances metacognitive awareness and self-regulation that support learner autonomy and more effective study strategies.
- Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70.
- Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.
- Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 26, pp. 125-173). Academic Press.
Motivation, social learning & accountability
Sustained learning requires intrinsic motivation and mechanisms that support commitment to long-term goals. Social learning contexts and accountability structures help maintain engagement over extended study periods.
- Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
- Bandura, A. (1977). Social learning theory. Prentice Hall.
- Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717.