Skriftliga och digitala anteckningsmetoder : En psykologisk studie om hur anteckningsmetoder upplevs påverka lärande och beteende

Sammanfattning

Note-taking is a central part of the learning process, yet students increasingly use digital devices during lectures. Previous research has mainly compared handwritten and digital note-taking using experimental designs, while less is known about students’ own perceptions of different note-taking methods. The present study examined university students perceived performance, multitasking, reformulation, satisfaction, and repetition habits in relation to handwritten, digital and combined note-taking methods. A web-based questionnaire was distributed at a Swedish university, and data were analysed using a one-way ANOVA on each dependent variable and descriptive statistics. The result showed a significant effect of note-taking method on perceived multitasking, whereas no significant differences were found for perceived performance, reformulation, or satisfaction. Descriptive analyses indicated discrepancy between experimental research showing cognitive benefits of handwritten note-taking and students’ own perceptions of their learning. Methodological considerations and implications for future research are discussed.