Examining the effects of note-taking styles on college students’ learning achievement and cognitive load
Keywords:collaborative note-taking, laptop note-taking, longhand note-taking, learning achievement, cognitive load
This study investigated the effects of note-taking styles on college students’ learning achievement and cognitive load in a 6-week lecture-based computer network course. Forty-two students were randomly assigned into one of three groups, which consisted of collaborative note-taking, laptop note-taking, and traditional longhand note-taking. The results showed that students in the collaborative note-taking group did better on learning achievement and cognitive load than students in the other two groups. Particularly, students in the collaborative note-taking group had a significantly higher rate of learning achievement and a significantly lower level of extraneous load than students in the longhand note-taking group.
Implications for practice or policy:
- College students can improve their learning achievement more effectively through collaborative note-taking style than individual note-taking style.
- College students can reduce extraneous load and improve germane load levels through collaborative note-taking.
- Instructors and administrators should encourage college students to take more collaborative notes during classroom instruction.
How to Cite
Copyright (c) 2022 Yinghui Shi, Huiyun Yang, Zongkai Yang, Wei Liu, Di Wu, Harrison Hao Yang
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