Affiliation:
1. School of Education, Jianghan University, Wuhan 430056, China
2. Department of Psychology, University of Memphis, Memphis, TN 38152, USA
Abstract
This study systematically probed the relationship between the medium of taking classroom notes (virtual variable, electronic notetaking = 0 vs. traditional notetaking = 1), the word count in each medium, as well as the review process, and the students’ delayed learning effect for each notetaking approach. Data were collected from 189 college students, with the influence of gender and prior knowledge being controlled. The conclusions were as follows. (1) The notetaking medium was positively correlated with delayed test scores, irrespective of whether reviews were allowed or not. (2) The mediating role of word count between notetaking medium and delayed test scores was moderated by review. That is, when reviews were allowed, a significant correlation was found between the medium of the notes and the delayed test scores; when reviews were not allowed, the mediating effect of word count was not significant.
Funder
Jianghan University
Hubei Province philosophy and social science research project