There's ongoing tension in designing memory systems for "efficiency" vs. emotional experience.
In this (unlocked) post I argue that the critical thing to optimize is emotional connection and suggest a way to fluidly deprioritize boring material:
Conversation
But (to illustrate the tension) and RA Bjork ran an empirical study on the effects of students' choices to drop flashcards and found "small but consistently negative effects on learning." web.williams.edu/Psychology/Fac
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Of course, it's important to note that the broad term "learning" here is used to refer to "accuracy." Trading off accuracy for not-being-bored may actually be net positive for learning writ large!
… though, given the reported behavior, it's not clear that's what was happening.
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It's always hard to know how to interpret attitudinal survey responses in studies like this. The participants were learning Swahili vocabulary provided by the investigators. How would their behavior differ in a personally-motivated setting outside formal education?
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That's one reason why I'm excited about learning from Quantum Country readers: it's a serious context of use, and participants are (so far!) people who've chosen to study quantum computation.
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Another (2020) paper on this tension from Daphne Whitmer and colleagues, with a more authentic scenario: andymatuschak.org/files/papers/W
In-training US Marines used SRS to learn to identify armored vehicles. Group who could drop cards remembered much less well.
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one of the things that resonated the most with me in your article is the need for constant refinement of cards. But not necessarily due to lack of interest. It's more of improving the quality of my cards that is the refinement I have to make.
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And typically my aversion to some cards that pop up are grounded in in how terrible the question is on that card.
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