Studies showing improved learning performances for students who take notes collaboratively have speculated that sharing this task among group members may reduce the extraneous cognitive burden placed on each member. Therefore, a study (n = 171) was conducted in the context of a flipped scientific writing course to examine the effects of collaborative note-taking on student’s levels of cognitive load. Students in the course were divided into two groups, with members of the treatment group being directed to take collaborative notes in a shared online document and members of the control group receiving no such instructions. The study also measured the level of collaboration the collaborative note-takers engaged in, as well as the level of completeness of the notes that they produced. The results showed that, firstly, the treatment group reported higher levels of both germane and extraneous cognitive load compared to those of the control group, meaning that collaborative note-takers experienced higher levels of understanding of course content as well as increased confusion. Secondly, the level of collaboration was positively and significantly correlated with levels of germane load (understanding), but not with extraneous load (confusion). Thirdly, no correlation was found between completeness of notes and cognitive load. Accordingly, the authors suggest that collaborative note-taking is worthwhile, as the gains to students’ understanding of course content outweigh the disadvantages of increased confusion.

研究显示，通过协作记笔记的学生可以提高学习成绩，这些研究推测，在小组成员之间共享这项任务可以减轻每个成员的外在认知负担。因此，在翻转科学写作课程的背景下进行了一项研究（n = 171），以研究合作笔记对学生认知负荷水平的影响。该课程的学生分为两组，治疗组的成员被指示在共享的在线文档中记录协作笔记，而对照组的成员则没有收到此类指示。该研究还测量了协作笔记记录者所从事的协作水平，以及他们制作的笔记的完整性水平。结果表明，首先，与对照组相比，该治疗组报告了较高的德语和外来认知负荷水平，这意味着协作笔记记录者对课程内容的理解水平较高，并且混乱感也有所增加。其次，协作水平与锗烷负荷水平（理解）成正相关，并且与无关负荷（混乱）没有显着正相关。第三，在音符的完整性和认知负荷之间没有发现相关性。因此，作者认为合作记笔记是值得的，因为学生对课程内容的理解所获得的收益超过了混乱加剧的弊端。意味着协作笔记记录者对课程内容的理解水平更高，而且混乱程度也有所增加。其次，协作水平与锗烷负荷水平（理解）成正相关，并且与无关负荷（混乱）没有显着正相关。第三，在音符的完整性和认知负荷之间没有发现相关性。因此，作者认为合作记笔记是值得的，因为学生对课程内容的理解所获得的收益超过了混乱加剧的弊端。意味着协作笔记记录者对课程内容的理解水平更高，而且混乱程度也有所增加。其次，协作水平与锗烷负荷水平（理解）成正相关，并且与无关负荷（混乱）没有显着正相关。第三，在音符的完整性和认知负荷之间没有发现相关性。因此，作者认为合作记笔记是值得的，因为学生对课程内容的理解所获得的收益超过了混乱加剧的弊端。在笔记的完整性和认知负荷之间未发现相关性。因此，作者认为合作记笔记是值得的，因为学生对课程内容的理解所获得的收益超过了混乱加剧的弊端。在笔记的完整性和认知负荷之间未发现相关性。因此，作者认为合作记笔记是值得的，因为学生对课程内容的理解所获得的收益超过了混乱加剧的弊端。