Handwriting and Typing: The Impact of Note-Taking on Recall

Autor/in	Murphy, Donna
Titel	Handwriting and Typing: The Impact of Note-Taking on Recall
Quelle	(2016), (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Notetaking; Recall (Psychology); Brain; Gender Differences; Handwriting; Educational Technology; High School Seniors; Technology Uses in Education; Keyboarding (Data Entry); Maryland (Baltimore) + Suchen Sie Ihr Suchwort? Abberufung; Gehirn; Geschlechterkonflikt; Handschrift; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Texterfassung
Abstract	Note-taking is a complex task that involves simultaneously listening, observing, reading, coding, and recording information for future recall and learning. Note-taking is intrinsic to academia and has been a tool used by students in the schoolhouse from elementary school through college as a way to store information for future recall. Research indicates that note-taking and academic success is positively correlated. Note-taking, historically accomplished via handwriting has, due to availability and affordability of digital technology, been supplanted by typing. Coupled with the availability of digital technology, there is a decreasing curricular focus on the teaching of handwriting. The physical action of typing is quite different from that of handwriting. Differing mechanics and processes in physical motor movements of these note-taking methods involve activation of different parts of the brain. Differences in the mechanics and processes of note-taking and recall must be the focus of educational research. The brain-body connection of note-taking and learning provide the foundation for this research which is to examine if the method of note-taking, handwriting and typing, impacts immediate and extended recall among high school students. This preliminary research was conducted with 53 high school seniors who served as study participants. Our two independent variables were dichotomies; gender (male or female) and choice of note-taking (typing or handwriting). Our dependent variables were ratio level variables (scores of quizzes one and two and the number of words recorded by the participant). An independent sample t-test was calculated to test the hypotheses. This brief study with only 53 participants yielded significance for two of the three hypotheses despite the small sample size. There is clear evidence of the importance of continued consideration to the question: Does method of note-taking; handwriting and typing, impact recall and ultimately learning? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01