Aantekeningen maken met pen of laptop: Effecten van medium en wijze van toetsvoorbereiding op leerprestaties
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| Název: | Aantekeningen maken met pen of laptop: Effecten van medium en wijze van toetsvoorbereiding op leerprestaties |
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| Autoři: | Engelen, Jan, van Amelsvoort, Marije, van Wijk, Carel |
| Zdroj: | Tijdschrift voor Taalbeheersing. 47(1):35-53 |
| Informace o vydavateli: | 2025. |
| Rok vydání: | 2025 |
| Témata: | correctness, taking notes, pen versus laptop, reworking notes, online teaching, factual details, laptop, test preparation, pen and paper, conceptual understanding, certainty |
| Popis: | Ever since Mueller and Oppenheimer (2014), the use of laptops in the classroom has been subject of discussion. Do students learn more when they write with a pen? Follow up studies have led to inconclusive results. To move the discussion forward, we designed an experiment in which students worked on a relevant task in their natural environment. The main independent factors were note-taking medium (typing on laptop vs. writing with pen) and test preparation (reading notes vs. actively reworking them). Participants were 303 fourth-grade students in Dutch secondary education (on average 16.5 years old). They watched a video lecture of about 15 minutes in their usual classroom setting, prepared for a multiple-choice comprehension test for 10 minutes, and then took the test and filled in a questionnaire. A few days later this immediate post-test was followed by a delayed one. Crucial dependent variables were correctness and certainty on the test. Several control variables were included such as grade point average, vocabulary, writing fluency, and typing speed. Writing with pen proved to be beneficial. In the immediate post-test, medium significantly affected scores for correctness and certainty. In the delayed post-test, all test scores decreased and the effect of medium faded out. Reworking one’s notes proved to be detrimental: test preparation affected both correctness and certainty in the immediate post-test and these effects became even more pronounced in the delayed post-test. Further analyses showed that through their more active processing students forgot factual details without gaining a deeper conceptual understanding. Therefore, we advocate to make taking notes and reworking them a regular task in the curriculum. |
| Druh dokumentu: | Article |
| Jazyk: | Dutch; Flemish |
| ISSN: | 2352-1236 1573-9775 |
| DOI: | 10.5117/tvt2025.01.003.enge |
| Přístupová URL adresa: | https://research.tilburguniversity.edu/en/publications/770add89-d7c6-4788-8dc0-756004f0caf3 |
| Rights: | CC BY NC ND |
| Přístupové číslo: | edsair.dris...01181..8b39be4cab603dac7f38993b415059a4 |
| Databáze: | OpenAIRE |
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Nájsť tento článok vo Web of Science | Abstrakt: | Ever since Mueller and Oppenheimer (2014), the use of laptops in the classroom has been subject of discussion. Do students learn more when they write with a pen? Follow up studies have led to inconclusive results. To move the discussion forward, we designed an experiment in which students worked on a relevant task in their natural environment. The main independent factors were note-taking medium (typing on laptop vs. writing with pen) and test preparation (reading notes vs. actively reworking them). Participants were 303 fourth-grade students in Dutch secondary education (on average 16.5 years old). They watched a video lecture of about 15 minutes in their usual classroom setting, prepared for a multiple-choice comprehension test for 10 minutes, and then took the test and filled in a questionnaire. A few days later this immediate post-test was followed by a delayed one. Crucial dependent variables were correctness and certainty on the test. Several control variables were included such as grade point average, vocabulary, writing fluency, and typing speed. Writing with pen proved to be beneficial. In the immediate post-test, medium significantly affected scores for correctness and certainty. In the delayed post-test, all test scores decreased and the effect of medium faded out. Reworking one’s notes proved to be detrimental: test preparation affected both correctness and certainty in the immediate post-test and these effects became even more pronounced in the delayed post-test. Further analyses showed that through their more active processing students forgot factual details without gaining a deeper conceptual understanding. Therefore, we advocate to make taking notes and reworking them a regular task in the curriculum. |
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| ISSN: | 23521236 15739775 |
| DOI: | 10.5117/tvt2025.01.003.enge |