Comparing the effect of ICT and longhand note-taking instructions towards learners’ comprehension test results
DOI:
https://doi.org/10.25170/ijelt.v13i1.1448Keywords:
note-taking, ICT, gadgets, lecture videos, longhand, TED talksAbstract
With the advancement of technology nowadays, taking notes by hand seems old-fashioned to most students nowadays. They prefer typing using their various gadgets since it will be done faster, especially when there is a lot of information to be recorded. However, the use of ICT devices (such as laptops, smartphones, and tablets) in the classroom has a tendency to be distracting for the students – it is very easy for the students to take out their gadgets and click on Facebook or other applications during a dull lecture. The purpose of the present study is to find out whether note-taking using ICT devices affect the students’ understanding of the lecture. This study will use a quasi-experimental design, with 52 English department students of a private university as the participants. They will be divided into two groups as the control and experimental group. Participants of both groups were instructed to watch a video from TED talks twice. While watching the video, the control group was instructed to take notes by hand, while the other group was instructed to take notes using their various devices. After that, participants had to do a comprehension test of the lecture video. The results revealed that participants who took notes by handwriting performed better in comprehension test compared to those who took notes using ICT devices.
References
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Mendizabal, C., Guzman, N., Jimenes, M., & Olive, R.(2016). A Comparative study of handwriting and computer typing in note-taking by university students, Comunicar, Media Education Research Journal,48, 101-110.
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Patterson, M, E., Dansereau, D.F., & Newbern, D.N. (1992). Effect of communication aids on strategies on cooperative teaching, Journal of Educational Psychology, 84(4): 453-461.
Quade, A. M. (1996). An Assessment of Retention and Depth of Processing Associated with Notetaking Using Traditional Pencil and Paper and an On-line Notepad during Computer-Delivered Instruction. In Proceedings of Selected Research and Development Presentations at the 1996 National Convention of the Asociation for Educational Communications and Technology (pp. 559-570). USA.
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Tsai, Y. O. (2004). The role notetaking plays in an English for academic purposes listening test (Unpublished MA thesis). University of California, Los Angeles.
William, R. L., & Eggert, A. C. (2002). Notetaking in college classes: Student patterns and instructional strategies, The Journal of General Education, 51(3), 173–199.
Yamamoto, K. (2007). Banning laptops in the classroom: Is it worth the hassle?, Journal of Legal Education, 57, 477–520.
Barret, M., Swan, A., Mamikonian, A., Ghajoyan, I., Kamarova, O., & Youmans, R. (2014). Technology in note-taking and assessment: The effects of congruence on student performance, International Journal of Instruction Vol.7, No.1, 49-58
Bui, D.C., Myerson, J., & Hale, S. (2013). Note-taking with computers: Exploring alternative strategies for improved recall, Journal of Educational Psychology, 105(2), 299-309.
Brown, C.M.L. (1988). Comparison of typing and handwriting in “two-finger typists”. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, USA, 32, 381-385.
Cresswell, J.W. (2009). Research Design. Los Angeles: SAGE.
Dunkel, P., & Davy, S. (1989). The heuristics of lecture notetaking: Perceptions of American & international students regarding the value & practice of notetaking, English for Specific Purposes, 8(1), 33–50.
Fiorella, L., & Mayer, R. E. (2012). Paper-based aids for learning with a computer-based game, Journal of Educational Psychology, 66(4), 1074-1082.
Goldberg, A., Russell, M., & Cook, A. (2003). The effect of computers on student writing: A meta-analysis of studies from 1992–2002, The Journal of Technology, Learning, and Assessment, 2(1), 1–51.
Hembrooke, H., & Gay, G. (2003). The laptop and the lecture: The effects of multitasking in learning environments, Journal of Computing in Higher Education, 15, 46–64
Igo, L. B., Bruning, R., & McCrudden, M. T. (2005). Exploring differences in students' copy-and-paste decision making and processing: A mixed-methods study, Journal of Educational Psychology, 97(1), 103-116
Katayama, A. D., Shambaugh, R. N., & Doctor, T., (2005). Promoting knowledge transfer with electronic note-taking, Teaching of Psychology, 32(2), 129–131.
Kay, R.,& Lauricella, S. (2011). Exploring the benefits and challenges of using laptop computers in higher education classrooms: A formative analysis, Canadian Journal of Learning and Technology, 37(1).
Kiewra, K. A. (1985). Investigating notetaking and review: A depth of processing alternative, Educational Psychologist, 20, 23–32.
Kiewra, K.A. (1989). A review of note-taking: The endcoding storage paradigm and beyond, Educational Psychology Review, 1, 147-172.
Kiewra, K. A., Benton, S. L., Kim, S., Risch, N., & Christensen, M. (1995). Effects of notetaking format and study technique on recall and relational performance, Contemporary Educational Psychology, 20, 172–187.
Mendizabal, C., Guzman, N., Jimenes, M., & Olive, R.(2016). A Comparative study of handwriting and computer typing in note-taking by university students, Comunicar, Media Education Research Journal,48, 101-110.
Mogey, N., Sarab, G., Haywood, J., van Heyningen, S., Dewhurst, D., Hounsell, D., & Neilson, R. (2008). The end of handwriting? Using computers in traditional essay examinations, Journal of Computer Assisted Learning, 24, 39–46.
Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard; Advantages of longhand over laptop note-taking. Psychological Science Online First as doi:10.1177/0956797614524581, 1-10.
Olive, T., & Piolat, A. (2002). Suppressing visual feedback in written composition: Effects on processing demands and coordination of the writing processes, International Journal of Psychology, 37, 209–218.
Patterson, M, E., Dansereau, D.F., & Newbern, D.N. (1992). Effect of communication aids on strategies on cooperative teaching, Journal of Educational Psychology, 84(4): 453-461.
Quade, A. M. (1996). An Assessment of Retention and Depth of Processing Associated with Notetaking Using Traditional Pencil and Paper and an On-line Notepad during Computer-Delivered Instruction. In Proceedings of Selected Research and Development Presentations at the 1996 National Convention of the Asociation for Educational Communications and Technology (pp. 559-570). USA.
Russell, M. & Haney, W. (1997). Testing writing on computers: an experiment comparing student performance on tests conducted via computer and via paper-and-pencil, Education Policy Analysis Archives, 5(3).
Song, Min Young. (2011). Note-taking quality and performance on an L2 academic listening test, Language Testing, 29 (1), 67-89.
Smith, S. D., & Caruso, J. B. (2010). The ECAR Study of Undergraduate Students and Information Technology, Research Study, 6, retrieved from http://www.educause.edu/ecar
Steimle, J., Gurevych, I., & Mühlhäuser, M. (2007). Notetaking in University Courses and its Implications for eLearning Systems. In DeLFI, 5, 45-56.
Tsai, Y. O. (2004). The role notetaking plays in an English for academic purposes listening test (Unpublished MA thesis). University of California, Los Angeles.
William, R. L., & Eggert, A. C. (2002). Notetaking in college classes: Student patterns and instructional strategies, The Journal of General Education, 51(3), 173–199.
Yamamoto, K. (2007). Banning laptops in the classroom: Is it worth the hassle?, Journal of Legal Education, 57, 477–520.
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2018-05-31
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