Note-Taking in the Digital Age: Evidence from Classroom Random Control Trials

39 Pages Posted: 20 Sep 2017 Last revised: 22 Jul 2018

See all articles by Benjamin Artz

Benjamin Artz

University of Wisconsin - Oshkosh - College of Business

Marianne Johnson

University of Wisconsin - Oshkosh - Department of Economics

Denise Robson

University of Wisconsin - Oshkosh

Sarinda Taengnoi

University of Wisconsin - Oshkosh

Date Written: September 13, 2017

Abstract

Existing studies of how note-taking tools affect student learning typically find that students who choose to take notes on a computer perform worse on assessments than students who take notes on paper. To our knowledge, the literature has not disentangled whether this result is due to the notetaking process itself, or instead due to the characteristics of students who choose to use computers to take notes. In order to answer this question we employ a within-subject random control trial experiment and conclude that taking notes on computers does not have a statistically meaningful impact on student performance.

Keywords: Computers, Classrooms, Note-taking, Experiment, Economics

JEL Classification: A22, C90

Suggested Citation

Artz, Benjamin and Johnson, Marianne and Robson, Denise and Taengnoi, Sarinda, Note-Taking in the Digital Age: Evidence from Classroom Random Control Trials (September 13, 2017). Available at SSRN: https://ssrn.com/abstract=3036455 or http://dx.doi.org/10.2139/ssrn.3036455

Benjamin Artz (Contact Author)

University of Wisconsin - Oshkosh - College of Business ( email )

United States

Marianne Johnson

University of Wisconsin - Oshkosh - Department of Economics ( email )

800 Algoma Blvd.
Oshkosh, WI 54901
United States
920-424-2230 (Phone)
920-424-1734 (Fax)

Denise Robson

University of Wisconsin - Oshkosh ( email )

800 Algoma Blvd
Oshkosh, WI WI 54901
United States

Sarinda Taengnoi

University of Wisconsin - Oshkosh ( email )

800 Algoma Blvd
Oshkosh, WI 54901
United States

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