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ERIC Number: EJ1085258
Record Type: Journal
Publication Date: 2014-Jan
Pages: 10
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-1694-609X
Technology in Note Taking and Assessment: The Effects of Congruence on Student Performance
Barrett, Matthew E.; Swan, Alexander B.; Mamikonian, Ani; Ghajoyan, Inna; Kramarova, Olga; Youmans, Robert J.
International Journal of Instruction, v7 n1 p49-58 Jan 2014
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.
International Journal of Instruction. Usak University, College of Education, Ankara Izmir Yolu, 1 Eylul Kampusu, Usak, 64200, Turkey. Tel: +90-5357355455; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California