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The problem

The card-making trap
nobody talks about.

Every study forum circles back to the same question: “Should I make my own study cards or just download someone else's deck?” Making your own takes hours. Downloading someone else's gets you cards built for a different course. Learnivore builds cards from your own notes, without the hours.

⏳

Making cards eats into study time

Making flashcards by hand takes hours, and that is time you could spend reviewing. In a survey of 901 US university students, most said they prefer premade flashcards, with convenience and saving time among the main reasons.[1]

📦

Pre-made decks weren't made for your course

Grabbed a deck from an online forum? Someone else made it for their course, maybe in a different year, with a different teacher or a different syllabus. Learnivore builds yours from your own notes.

🚫

Setup friction kills consistency

Plenty of students use flashcards. Far fewer use them the way research says works best: recalling the answer, spread out over days.[2][3] Learnivore makes the cards and schedules the reviews for you. Upload your content and we'll build your study deck.

How it works

Upload your content.
We do the rest.

01

Upload your content

Drop in a PDF, Word doc or plain text file: lesson notes, worksheets, syllabuses, past papers, textbook chapters. We read through your content and pull out the key facts and ideas.

02

We build your study deck

We build a full study deck from what you uploaded, using 4 question types, so you practise recalling answers, not just recognising them.[4] AI can make mistakes, so check your cards against your notes.

03

Study at the right time

Learnivore predicts when you're likely to forget each card and brings it back for review around then, using the FSRS spaced repetition algorithm.[5] Not every day, just when a review will help it stick.

How the memory system works

Study less.
Remember more.

Most students reread their notes: 84% in one survey.[2] In a study comparing the two, students who only reread forgot about half of what they knew within a week, while students who tested themselves forgot 14%.[6] Learnivore is built around testing yourself. It tracks which cards you find hard and which you find easy, and brings the hard ones back sooner so they stick. In the same study, students who tested themselves remembered 61% of a passage a week later. Students who reread it four times remembered 40%.[6]

🧠Learns which cards you find hard and shows them more often
📐Schedules each review for when you're likely to start forgetting
⏱Testing yourself beats rereading for the same study time[6][7]
✅Built for high school and university students

Simple pricing.

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For serious students

$10/month

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  • Unlimited AI study decks
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Best value

Pro Annual

For serious students

$90/year

Save $30 vs monthly

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  • 7 days free, then $90/yr
  • Unlimited AI study decks
  • All 4 question types
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🗓

During your trial

7 days to try every feature, with up to 3 AI study decks.

✅

If you stay on Pro

Your subscription begins. Unlimited AI decks, all card types, no limits.

📚

If you cancel

Your decks stay and you can keep studying them. AI generation just pauses.

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Your next exam is
closer than you think.

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The research

Most of these studies were run with university students in the US. They show what works for learning in general. They are not results measured in Learnivore.

  1. Zung, I., Imundo, M. N., & Pan, S. C. (2022). How do college students use digital flashcards during self-regulated learning? Memory, 30(8), 923-941. https://doi.org/10.1080/09658211.2022.2058553
  2. Karpicke, J. D., Butler, A. C., & Roediger, H. L. (2009). Metacognitive strategies in student learning: Do students practise retrieval when they study on their own? Memory, 17(4), 471-479. https://doi.org/10.1080/09658210802647009
  3. Kornell, N. (2009). Optimising learning using flashcards: Spacing is more effective than cramming. Applied Cognitive Psychology, 23(9), 1297-1317. https://doi.org/10.1002/acp.1537
  4. Rowland, C. A. (2014). The effect of testing versus restudy on retention: A meta-analytic review of the testing effect. Psychological Bulletin, 140(6), 1432-1463. https://doi.org/10.1037/a0037559
  5. Cepeda, N. J., Vul, E., Rohrer, D., Wixted, J. T., & Pashler, H. (2008). Spacing effects in learning: A temporal ridgeline of optimal retention. Psychological Science, 19(11), 1095-1102. https://doi.org/10.1111/j.1467-9280.2008.02209.x
  6. Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249-255. https://doi.org/10.1111/j.1467-9280.2006.01693.x
  7. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58. https://doi.org/10.1177/1529100612453266