Technology in Note Taking and Assessment: The Effects of Congruence on Student Performance
Journal Title: International Journal of Instruction - Year 2014, Vol 7, Issue 1
Abstract
This study examined the encoding specificity principle in relation to traditional and computer-based note taking and assessment formats in higher education. Students (N = 79) took lecture notes either by hand (n = 40) or by computer (n = 39) and then completed either a computer or a paper-based assessment. When note taking and assessment formats were congruent, students scored significantly higher on the assessment when compared to students whose note taking and assessment format were incongruent. These findings highlight the importance of research on how in-class technology may affect student performance, and suggest that faculty and administrators seek to coordinate and standardize the use of assessment and note taking technologies where possible.
Authors and Affiliations
Matthew E. Barrett, Alexander B. Swan, Ani Mamikonian, Inna Ghajoyan, Olga Kramarova, Robert J. Youmans
Keywords
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- EP ID EP162345
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