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Taking notes in the digital age: Evidence from classroom random control trials

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  • Benjamin Artz
  • Marianne Johnson
  • Denise Robson
  • Sarinda Taengnoi

Abstract

Taking good notes is linked to success in college. However, increased use of computers to take notes necessitates reconsideration of the linkages between note-taking and learning. One difficulty is disentangling the latent student characteristics that may correlate with computer use from the actual effect of computer note-taking on information retention. The authors employ a within-subject, random control experiment to distinguish whether the commonly perceived negative correlation between digital note-taking and performance is due to the note-taking process itself, or is instead due to the characteristics of students who choose to use computers. Their findings suggest that digital note-taking does not have a statistically meaningful impact on student performance; rather, the problem likely lies in the students’ choice to use the computer.

Suggested Citation

  • Benjamin Artz & Marianne Johnson & Denise Robson & Sarinda Taengnoi, 2020. "Taking notes in the digital age: Evidence from classroom random control trials," The Journal of Economic Education, Taylor & Francis Journals, vol. 51(2), pages 103-115, April.
    • Handle: RePEc:taf:jeduce:v:51:y:2020:i:2:p:103-115
    DOI: 10.1080/00220485.2020.1731386
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