Effectiveness of Digital Note-Taking on Students’ Performance in Declarative, Procedural and Conditional Knowledge Learning

Authors

  • Dan Sun Zhejiang University
  • Yan Li Zhejiang University

DOI:

https://doi.org/10.3991/ijet.v14i18.10825

Keywords:

Digital Note-Taking, Mobile Terminal, Declarative Knowledge, Procedural Knowledge, Conditional Knowledge, Students’ Performance

Abstract


Note-taking is an ever-present learning activity in students’ daily lives, and an increasing number of mobile terminals have been integrated into curricu-lums. However, the effectiveness of the use of digital note-taking on mobile terminals on students’ learning has not been deeply explored. The purpose of this study is to evaluate how digital note-taking using mobile terminals af-fects student performance, with particular regard to declarative, procedural and conditional knowledge learning. A quasi-experiment was conducted for three months among 72 first-year high school students from a computer sci-ence (CS) course. In the study, students in the experimental group (n = 40) recorded notes digitally, whereas the students in the control group (n = 32) used the conventional approach (i.e., recording handwritten notes). The re-sults indicate that the students who recorded notes digitally scored signifi-cantly higher than those who recorded notes conventionally. The students who were designated as “excellent,” and those who were designated as “low-performing,” were most likely to benefit from this new method of note-taking.

Author Biographies

Dan Sun, Zhejiang University

Ph.D student Research Center for AI in Education Dept. of Curriculum and Learning Sciences College of Education, Zhejiang University Tian Mu Shan Rd. #114, Hangzhou, Zhejiang,

Yan Li, Zhejiang University

Ph.D. Professor, Director, Research Center for AI in Education Dept. of Curriculum and Learning Sciences College of Education, Zhejiang University Tian Mu Shan Rd. #148, Hangzhou, Zhejiang,

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Published

2019-09-30

How to Cite

Sun, D., & Li, Y. (2019). Effectiveness of Digital Note-Taking on Students’ Performance in Declarative, Procedural and Conditional Knowledge Learning. International Journal of Emerging Technologies in Learning (iJET), 14(18), pp. 108–119. https://doi.org/10.3991/ijet.v14i18.10825

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Papers