Taking Class Notes by Hand Compared to Typing: Effects on Children's Recall and Understanding

Autor/inn/en	Horbury, Simon R.; Edmonds, Caroline J.
Titel	Taking Class Notes by Hand Compared to Typing: Effects on Children's Recall and Understanding
Quelle	In: Journal of Research in Childhood Education, 35 (2021) 1, S.55-67 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2020.1781307
Schlagwörter	Notetaking; Recall (Psychology); Concept Formation; Laptop Computers; Technology Integration; Keyboarding (Data Entry); Handwriting; Males; Preadolescents; Multiple Choice Tests; Scores; History Instruction; Science Instruction; Time Factors (Learning) + Suchen Sie Ihr Suchwort? Abberufung; Concept learning; Begriffsbildung; Laptop computer; Laptop; Computer; Digitalrechner; Texterfassung; Handschrift; Male; Männliches Geschlecht; Pre-adolescence; Präadoleszenz; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; History lessons; Geschichtsunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	The increasing adoption of educational technology in school classrooms has resulted in greater use of electronic devices to take lesson notes. Recent research comparing performance of adult students who recorded lecture notes using computer keyboards with that of students who handwrote their notes shows somewhat conflicting findings about their factual recall and conceptual understanding. There is very little, if any, research with children on the effect of note-taking mode on recall and understanding. The present study compared the recall and understanding of children taking handwritten notes to that of children typing their notes. Twenty-six boys age 10-11 years old participated in the study. Factual recall and understanding of a history and a biology lesson were assessed using multiple choice questions (MCQ). MCQ tests were carried out both immediately after each lesson and one week later. Factual recall was not affected by the note-taking mode but, in both lessons, children who handwrote notes had greater conceptual understanding one week after viewing their lesson, compared to those who typed notes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01