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.

摘要

学校教室中越来越多地采用教育技术，导致更多地使用电子设备来记笔记。最近比较使用计算机键盘记录讲义的成年学生和使用手写笔记的成年学生的表现的研究表明，关于他们的事实回忆和概念理解有些矛盾的发现。与孩子进行的笔记记录模式对回忆和理解的影响的研究很少（如果有的话）。本研究比较了记笔记的孩子和记笔记的孩子的回忆和理解。年龄在10-11岁之间的26名男孩参加了这项研究。使用选择题（MCQ）评估对历史和生物学课程的事实回忆和理解。MCQ测试在每节课后立即进行，并在一周后进行。实际记忆力不受记笔记方式的影响，但是在两堂课中，与写下笔记的孩子相比，手写笔记的孩子在上完课一周后对概念的理解程度更高。