Which is better, Handwriting or Typing?
Summary
TLDR视频脚本探讨了使用iPad或其他电子设备进行笔记与手写笔记之间的学习效果差异。演讲者质疑了手写笔记能够更好促进学习和信息保留的普遍观点,并深入分析了一篇被广泛引用的研究论文《笔比键盘更强大》。通过研究的详细解读,演讲者发现,尽管手写笔记可能更自然地促使人们深入思考,但并没有确凿的证据表明它在学习效果上明显优于键盘输入。此外,演讲者认为,如果能够教会学生如何有效地使用键盘进行笔记,可能会提高他们的认知处理能力。最终,演讲者得出结论,将继续使用键盘进行笔记,并认为没有必要转向iPad进行手写笔记。
Takeaways
- 🤔 视频中讨论了是否购买iPad,以及手写笔记是否比键盘输入更有助于学习和记忆的问题。
- 🔍 视频作者对“笔比键盘更有力”的研究论文进行了深入分析,这是被引用最多的相关研究。
- 📚 研究发现,即使仅用于记笔记,笔记本电脑的使用也可能导致更浅层的处理,从而影响学习。
- 💭 论文中使用了一些不明确的概念,如“更深层次的处理”,但并没有给出明确的定义或解释。
- 📝 论文指出,学生普遍认为在课堂上使用笔记本电脑是有益的,但这可能基于对有效学习和记笔记的误解。
- 👩🏫 论文提出,教授们通常认为使用笔记本电脑的学生在课堂上更容易分心。
- 🧐 视频作者对论文中的一些假设和研究方法提出了批评,认为研究可能存在偏见。
- 📈 论文中的研究结果表明,手写笔记在概念性问题上表现更好,而笔记本电脑记笔记则在事实性问题上没有显著差异。
- 🔑 论文提出,有效的记笔记方法比记笔记的工具(手写或键盘)更重要。
- 💻 视频作者最终得出结论,将继续使用键盘进行记笔记,而不是转向iPad或手写笔记。
- 📘 作者强调,教育中应教授如何在键盘上有效记笔记,而不是仅仅依赖于传统的手写笔记方法。
Q & A
为什么作者在视频中提到不喜欢手写笔记?
-作者认为手写笔记并不比键盘笔记更好,因为他通过键盘记笔记已经能很好地记住信息。
视频中的研究论文叫什么名字?
-研究论文的名字是《笔比键盘更强大》。
什么是浅层处理,为什么作者对这个术语感到困惑?
-浅层处理指的是对信息的表面理解,作者困惑是因为论文中没有清楚地解释这个术语的具体含义。
作者在视频中对哪些学习环境进行了比较?
-作者比较了通过YouTube视频、在线讲座和文章学习与实际课堂讲座的学习环境。
为什么作者认为自我报告的学习效果可能不准确?
-作者认为学生对自身学习效果的自我报告可能存在误判和误解,导致对笔记方法的错误认知。
研究论文中的实验发现了哪些关于键盘和手写笔记的事实性信息?
-研究发现,使用键盘和手写笔记在记事实性信息方面没有显著差异。
作者提到在课堂上使用笔记本电脑容易分心,这种观点有何问题?
-作者认为即使没有笔记本电脑,学生也会因为其他因素而分心,因此仅将分心归因于笔记本电脑是不合理的。
研究中的“编码假设”是什么意思?
-编码假设指的是在记笔记时通过处理信息将其编码到记忆中的过程,研究认为这种处理有助于学习和记忆。
在研究的第三部分,增加了什么新的实验变量?
-在研究的第三部分,增加了一个条件,即参与者在测试前有10分钟的时间复习笔记。
作者最终得出了什么结论?
-作者认为无论是手写笔记还是键盘笔记,关键在于如何思考和处理信息,良好的笔记方法和适当的练习更为重要。
Outlines
🤔 对iPad笔记与手写笔记学习效果的探讨
视频脚本首先提出了一个问题:是否购买iPad用于笔记。作者质疑了手写笔记比键盘输入更有助于学习和记忆的普遍观点。他通过自己的经验,即通过键盘输入在YouTube视频、在线讲座和文章中做笔记,并能够记住大部分内容,来支持自己的观点。然后,作者决定查阅研究来验证这一观点,他找到了一篇被广泛引用的论文《笔比键盘更有力》,并在视频中分享了他对这篇论文的初步理解和笔记。
📚 研究论文《笔比键盘更有力》的批判性分析
作者对《笔比键盘更有力》这篇论文进行了深入分析。他指出论文中的一些关键概念,如'浅层处理',并没有被清晰地定义,这使得论文的论点不够明确。作者还对论文中提到的'编码假设'和'外部存储假设'进行了讨论,认为这些假设并没有确凿的证据支持。此外,作者对论文的研究方法提出了批评,认为研究没有考虑到学生在课堂上使用笔记本电脑可能因为各种原因分心,而不仅仅是因为打字。作者表达了对论文偏见的不满,并明确表示他个人对打字笔记持有偏见。
🔍 笔记本身与学习效果关系的探讨
在这一部分,作者继续探讨了笔记方式与学习效果之间的关系。他提到了论文中的几个研究,这些研究试图通过不同的方法来测试笔记方式对学生学习的影响。作者指出,研究中发现使用笔记本电脑的学生更倾向于做逐字笔记,而这可能不利于概念性测试的表现。他还提到了研究中的一个干预措施,即指导学生不要逐字记录,但作者对此表示怀疑,认为这种简单的指导可能不会有效改变学生的笔记习惯。
📝 笔记本电脑笔记与手写笔记效果的实验对比
作者介绍了论文中的第三个实验,该实验试图通过增加外部存储容量来提高笔记本电脑笔记的效果。实验中,学生被告知将在一周后接受测试,并在测试前有10分钟的时间复习笔记。作者对这一实验设计的有效性提出了质疑,认为10分钟的复习时间可能不足以让学生深入理解笔记内容。他还分析了实验结果,指出实验并没有显示出手写笔记在概念性测试中的优势,反而发现在某些情况下,笔记本电脑笔记可能表现得更好。
📚 对笔记方式的个人选择和总结
在视频的最后部分,作者总结了自己的观点。他认为,尽管一些研究表明手写笔记可能在某些方面更有优势,但这些研究并没有提供足够的证据来支持手写笔记普遍优于键盘输入的观点。作者强调,无论是手写还是键盘输入,关键在于如何有效地进行笔记。他分享了自己的经验,即通过学习如何在计算机上有效地进行笔记,他能够更好地利用技术来提高笔记的效率和质量。最后,作者表达了自己将继续使用键盘进行笔记的决定,并邀请观众在评论区分享他们的想法。
Mindmap
Keywords
💡手写笔记
💡键盘输入
💡学习效果
💡编码假设
💡外存假设
💡认知负荷
💡信息处理
💡研究复制
💡概念理解
💡事实信息
Highlights
研究指出手写笔记可能帮助更好地学习和记忆信息,但作者对此持怀疑态度。
作者通过研究《笔比键盘更有力》论文来探讨键盘与手写笔记的效果。
研究表明,即使仅用于记笔记,笔记本电脑的使用也可能导致更浅层的处理。
笔记本电脑在课堂上的使用可能会分散学生的注意力。
学生普遍认为笔记本电脑对学习有益,但这可能基于对有效学习和记笔记的误解。
编码假说被用来支持手写笔记更能促进学习和记忆的观点。
外部存储假说强调了复习材料的能力对学习的好处。
研究发现,手写笔记在概念性问题上表现更好,而笔记本电脑笔记在事实性问题上没有差异。
笔记本电脑记笔记者倾向于做更多的逐字笔记,这可能不利于概念理解。
实验试图通过简单的指导干预来减少笔记本电脑记笔记的负面影响,但效果不明显。
研究三试图通过增加外部存储容量来提高笔记本电脑记笔记者的表现。
研究三发现,经过复习笔记本电脑记的笔记后,表现并没有比手写笔记者更好。
作者认为,手写笔记和键盘记笔记的效果差异可能与个人习惯和教育背景有关。
作者提出,如果教育学生如何有效地在电脑上记笔记,可能会改善他们的学习效果。
作者个人偏好使用键盘记笔记,并认为只要能适当地记笔记,就没有必要转向iPad或手写笔记。
研究强调了思考和实践在学习过程中的重要性,而不是单纯地关注记笔记的方式。
作者总结认为,无论是手写还是键盘记笔记,关键在于如何思考和复习笔记内容。
Transcripts
i've been debating whether i buy an ipad
or not because supposedly when you're
writing handwriting notes you're
learning better you're retaining the
information better but i i don't i don't
agree i don't think that's true because
i've been taking notes on my keyboard
and i remember most of the stuff that
i'm working with now granted most of the
stuff that i'm working with now and i am
actually taking notes now is on youtube
videos and online with lectures and and
articles and things like that not in an
actual lecture so maybe the learning
environments are a little bit different
but instead of just listening to people
online say oh yeah
handwriting is better or keyboards are
better i decided to have a look at the
research that really hurt because i
smack my hand
and this is the research paper that i
found this is the one that seems to be
cited the most and it's called the pen
is mightier than the keyboard and what
this is basically going to do is give
you a narrative
like like most papers and obviously i've
read through this paper i've taken notes
the yellow notes are my first
run-through the red notes are the ones
that i want to bring up in this
conversation so um the the point in the
abstract tells you the sort of narrative
this paper went with the present
research suggests that even when laptops
are used solely to take notes they they
may still be impairing learning because
their use results in shallower
processing now i'm going to zoom in on
on this this is a new tool so apologies
if i mess up but shallower processing
what does that mean that that's what i
ask myself what does shallower
processing mean is that just shallower
thinking not thinking that much
i don't know and it doesn't say in the
paper either so it's it's tries to use
these words that i don't think we have a
real answer for like processing encoding
they are ideas they're processes that we
think happen with what we don't know
happens um and this is what they used to
as a mechanism to argue for or against
typing or not typing
so when we look at the background
literature or the introduction you may
say um they they start building out this
narrative so conversely students often
self-report a belief that laptops in
class are beneficial now this
self-report right here
lends me the ideas that okay meta
ignorance prior knowledge for those of
you familiar with the channel i've
explored this before but we don't know
what we don't know there are unknown
unknowns and if we're self-reporting
something there could be massive
personal misjudgments and
self-assessments of our own abilities
and what effective note-taking learning
retention actually is so there
what these studies actually found so i
went through these studies because i was
having a look is these studies found
that the students didn't know what
effective learning note-taking was
that's basically what they found um and
the belief that
and this self belief that laptops are
beneficial is built from this
misconception that oh we learned like
this
so
the self belief is built from a
misconception which they're building out
a narrative from so like okay you're
building out a narrative from
essentially the incompetence of students
but okay yes i'm a student yes i was
also incompetent
i'm not calling you all out
and then the next point
goes on to support this empirical
research tends to support the
professor's view finding that students
using laptops are not uh on task during
lectures now what this is saying is
laptops give affordances for students to
get distracted but if they didn't have a
laptop do you still think they would get
distracted
yes they do um and this is this is other
research that they haven't put in here
at all as like a a critique at all or or
a conflict or anything like that but
students still get distracted students
get distracted by things flying around
by people making noises by just things
going on in the lecture or them thinking
about something and not being funny but
calling them out a little bit with the
adhd community but they get distracted
by anything and everything so just
because they have a laptop there doesn't
mean like take away the laptop they're
not gonna get distracted that that just
doesn't happen they can stare out a
window and still get distracted i stare
out a window and get distracted i can
stare at the floor and think about
something random like
this doesn't help your claim at all it's
just in my eyes it's just a biased
narrative that you start to build which
is fine uh that's just research
um ah you can see my irritations with
this paper so just just for clarity i am
biased against um like
handwriting notes i don't like
handwriting notes just to clear that up
so the the ideas that they've brought in
the mechanisms the theory that the
research behind it is they use the
encoding hypothesis again using like
encoding what is that encoding is part
of processing and when you look into
cognitive science neuropsychology and
all of the different areas of cognitive
science and try to explain what encoding
is there are different models of what
encoding is it's basically a process
that happens where you perceive
information and then you encode it into
your memory whether that's short term
working long term whatever model you're
using of memories that's what it's
trying to do but what that actually
looks like and what actually happens we
don't know it's a big black box we don't
really know um so they're using a
hypothesis which is what it is to
bolster their claims which is fine
because that's how science works but
that's what i just want to make that
clear this is a hypothesis it's not fact
it's what we think might be happening um
and that processing that occurs during
the active note taking improves learning
and retention now what they could have
said instead was practice helps learning
and retention
and practice we know like it's a fact we
know practice helps learning and
retention whereas in coding we don't
know so that's just something they've
they've chosen to use and then the
external storage hypothesis um touts
that
tells the benefits of the ability to
review material now i think this is
fairly obvious that if you take notes
and you can you can review them later on
note-taking like having a physical thing
is better than your biological memory um
that's fairly fairly well like known
it's pretty obvious and there there is a
paper saying that yes it is
uncontroversial
as they say in the paper you know cool
great obvious
next point moving on real quick the more
deeply information is processed
here we go again more deeply information
is processed during note taking the
greater the encoding benefits so what
they're saying is if you think
it's better
like
duh
i i'm trying to understand why like
what what the point is here like what
they're basically saying is
if you think you will learn better
great that's obvious how does that
relate to taking notes for a keyboard or
taking notes by a like
pen and paper long hand i think is the
tone that they use and what they're
trying to essentially find is long hand
note-taking requires more thinking than
laptop note-taking but doesn't that
depend on the person because i can be a
person taking notes on like by hand but
i could be using shorthand and not
really thinking about it just yeah yeah
that's fine and that's what i was doing
in lecture or why i say lecture that's
what i was doing at school all the time
i'd take notes i had no idea what i was
writing with the notes i wasn't thinking
about it i just copy what's on the board
i'm not thinking at all then if i'm
taking notes on my laptop well
actually i want to oh no that section's
in another one so i'm tabbing things up
and moving things down so i could be
thinking more on a keyboard with tabs so
yeah again i think i think that claim is
just very out there and in the studies
that's what they look to test so the
first study participants were instructed
to use their normal classroom
note-taking strategy so those prior
beliefs those misconceptions those
misunderstandings of what note-taking is
that i brought up earlier yeah we're not
challenging those we're just going to
use those um the strategy because
experimenters were interested in how
information was actually recorded in
class lectures now looking at cognitive
load theory from sweller what he
suggests is that if you understand the
information so um
with here information actually actually
recorded in class if they understand the
information then the normal
classroom note-taking for them so people
to understand the information will be
more organized than those that don't
understand it so if you have a more
competent person thinking about meta
increase if you have a more competent
person then note-taking will be more
organized than someone that doesn't
understand the information so the normal
classroom note-taking is going to be
different for everyone unless you can
somehow make it consistent which they
don't try to do so again
this this isn't a this is a bad bad
study i'm not like pooing on the study
i'm just saying like this is a critique
that comes to mind when i hear this i'm
like normal what what is normal
is it just what they've been doing um so
yeah so that was their procedure and
this is what they found
so basically these people have watched
videos they've gone away been distracted
come back and then taken some tests and
these are the results this is what they
found now i want to i want to say up
front that this this graph right here i
think is misleading i think it's
misleading because a lot of people will
see oh look big big small small um and
there's a bigger difference like this is
positive this is negative these are
z-scores and if you don't know what a
z-score means then you can't really
interpret this information accurately so
when people are saying oh yeah look
there's there's a big difference this is
positive this is negative yeah but
the the swings could just be one or two
points because there's z-scores because
of understanding information so when
when you see people or when i see people
critiquing or using this graph i'm like
you haven't quite grasped what it means
yet but what they did find in this paper
is that factual information was better
so you've got the laptop is there and
there and then you've got the shorthand
is this one so what they essentially
found is that for factual information
there was no difference there was no
difference between using a laptop or
going longhand but what they did find is
that it's beneficial for conceptual
note-taking in the questions that they
asked so
things that were just
trying to understand something but when
you're taking notes we we know when
you're taking notes on a laptop you're
more likely to take verbatim notes which
they actually found and showed
in this one so in this paper in in these
results you can see verbatim overlap so
if you're taking more verbatim notes
which are these like the laptop you're
taking more verbatim notes you're not
thinking about the notes that you're
taking so you're not going to
conceptually understand what's going on
so what they're saying here is verbatim
notetaking is bad for conceptual tests
not that laptops are bad just verbatim
note-taking is bad um and that happened
to be more frequent in the laptop
notetakers potentially because of the
affordance of the environment
we'll get to that later what they also
found is laptop note takers believe it
or not who would have thought it um
write more
like you can type quicker than you can
write so there were more words
i i feel like that's an obvious result
maybe maybe
maybe it wasn't but
yeah proof of concept maybe so what they
found is verbatim note-taking so not
thinking about your notes it's bad cool
um and laptop note-taking you take more
notes
cool like great obvious um next
so what they what they then try to do is
say okay right this isn't significant
yet we haven't found any significant
differences yet in
note-taking for
keyboards or typing so what we're going
to do is we're going to replicate the
study so you can see that they've now
replicated the study but what they're
going to do
is add a simple instructional
intervention which could reduce the
negative effects of laptop note-taking
so what they're going to do is they're
going to tell someone not to take notes
verbatimly
but you i'm sure you know when you tell
a kid okay don't do that are they going
to do it yeah of course they're going to
do it if you tell an adult don't do that
are they going to do it yeah they're
still going to do it are they going to
forget to do it yeah
so this simple intro instructional
intervention when i read that i was like
you're expecting one instruction to stop
people from doing something that they're
naturally doing
okay um and this is this is what they
this is what they said
this is what they said they said we're
doing a study about how information is
conveyed in the classroom great we'd
like you to take notes on a lecture just
like you would in class
people who take notes on laptops when
they expect to be tested on the material
later tend to just
transcribe what they blah blah blah blah
blah so they're basically saying that
you might transcribe please try not to
do this
try not to do this
right take notes in your own words so
what they're doing is saying take notes
the way that you want to but don't take
notes if it's like this
so immediately i'm going okay so how do
i take notes and they're saying take
notes in your own words
okay that's what i thought i was doing
in the first place and don't write down
notes word for word so you're asking
someone to do something that they're not
naturally used to doing so they have to
think about not doing what they want to
do which is
using their words which is using their
encoding
and their processing to make a decision
about how they're taking notes
is that really going to help i don't
think so i i don't think so at all um
and fun yeah i mean i know i found i
know i know the results or you know
yes i know the results but that's what i
was thinking when i was reading i was
like that's not going to do anything how
is that going to help um so i just i
just made a cut because i just made an
absolute mess of all this rubbish so
what we what we can see in these scores
is this is a z-score and this g-store
like the other graph is a little bit
misleading um but there are some
interesting results so we have a laptop
intervention and the no intervention the
no intervention is uh this one
and the intervention is this one so you
can see with the factual information
there was a little bit of a difference
but the error bars are so big that there
might not be sample size could change
that so again this is a bit of a
not really sure here there is there is
obvious results so i'm going to zoom in
a little bit on this one
oops pushing the wrong buttons
but what we can see here which is kind
of what i said to start with this and
this are basically the same
so the conceptual understanding of the
laptop notetaker was essentially the
same so the intervention
looks like it did nothing
it looks like it did nothing and when we
come down to what they were talking
about when we have a look we can see
that however the intervention was
completely ineffective at reducing
verbatim content so study two
essentially is redundant and it just
repeats study one uh and the overall
relationship between the verbatim
content and negative performance held so
basically like i say
this is a redundant study and just
supporting the verbatim note-taking is
bad great that that doesn't support or
uh like that doesn't support
handwritten or long-form note-taking at
all um so study three let's let's see if
study three can do something different
so study three tries to do a similar
thing to study two but it basically says
increased external storage let's let's
zoom in so increased external storage
capacity could boost performance on test
taken after opportunity to study notes
so what they're doing is saying well
laptop note takers table take more notes
so maybe that helps in their ability to
study later on right okay i like this
idea i like this way of thinking because
handwritten notes you're going to have
less right so what was their procedure
what did they do to test this they they
were told they would be returning the
following week to be tested on the
materials so they were told okay take
notes on this and then they were told
you're going to be tested in a week or
so on this material
um basically like every school
environment and then when participants
returned those in the study condition
were given 10 minutes to study their
notes before being tested so
the the way i see this right the way i
see this procedure is
okay you're going to take notes on
something then in a week's time you're
going to have 10 minutes to have a look
at those notes and then try and
understand it is that what i would use
ecologically valid is that what people
are likely to do no if they know they
have a test they're going to binge
whatever it is whatever notes that they
have and try and understand what the
thing is they're not going to spend oh
yeah i'm going to spend 10 minutes
revising this stuff i recognize that
they they want to try and
have some sort of what's the word
dependent variable like some sort of cut
off but 10 minutes 10 minutes really is
is that it like what an hour give them
an hour
because that way they can go through the
notes and really critique and understand
what the notes were because if they're
notes to start with as we know were
verbatim and laptop people naturally as
you found take verbatim notes if not
instructed otherwise or not taught or
exposed to otherwise then all they're
going to do is read verbatim notes which
isn't going to make sense so they're
going to be reading notes which you've
already you've already said
won't make sense to them and you're
going to give them 10 minutes to study
how is that going to help
anyway anyway rantavat rant about the
procedures
um and what did they find again
z-score's results a little bit
misleading and this is the graph i i i
see more often um on youtube and it says
oh yeah look long hand study note-taking
is way better and this is what people
see i'm like great so people that were
taking notes that were thinking about
the notes they were taking and then
studying those notes that they were
thinking got the best results who would
have guessed they practiced and they and
they were thinking the two things that
we know helps note taking but that has
nothing to do with like long hand or
laptop note note-taking it's just they
thought about it you need to have laptop
note-takers that are thinking and then
compare them with the long-hand
note-takers that are thinking and then
get them to study that's more accurate
anyway um small small rant made another
cut because i zoomed in and realized you
couldn't actually see what was going on
so what we can see here is the table of
the results and this table of results is
much more useful than this league graph
up here so what this is finding is no
surprise um
we we have long hand studies so if you
think about something and you practice
it you're good um great you get good
results kind of expected long hand no
study 19.4 long laptop no study 20.6 so
laptop study a laptop note-taking was
better than long-hand note-taking which
goes against the findings that they
found in the first study sort of because
when you look at the factual results yes
these factor results are better than
these factor results because 3.8 3.7 i
mean that's a marginal difference and
when you look at the error bars like
3.12.8
there's really no significant difference
there so the significant difference is
the conceptual only but the conception
only here says laptop is better than
long hand which goes against study one
study one said that conceptual
note-taking is better for a conceptual
testing is better with handwritten notes
so the study three goes against study
one but they don't mention that i'm like
actually my head against the wall anyway
um
and then when you look at the laptop
study
the laptop study is actually worse
than both of these why is that again i
think that is because the laptop study
they've taken verbatim notes and then
they're reading these verbatim notes
that they don't understand so the things
that they met that they thought they
understood which we can see here they
think they understand something then
they go to the verbatim notes and then
they get confused because they don't
understand what their notes are saying
and now they have what's called um
cognitive dissonance they they are
disagreeing in their head they're having
conceptual changes like i don't know
which one's right which one's wrong
maybe they took the notes poorly because
they haven't been instructed how to take
notes
um effectively so
maybe naturally you take notes in a
certain way through handwriting that is
more effective
but why can't we do why can't we help
people on a laptop do that so and those
are the studies that aren't aren't shown
here so in in here hopefully that's like
given a bit of light the laptop and
longhand that there isn't anything in
the study that supports longhand or
laptop apart from longhand you may
naturally take notes in a more effective
way but we don't know what effective way
is um and when we look at the general
discussion this is what they were saying
we found that participants using laptops
were more inclined to take verbatim
notes
okay
we found no difference in performance on
factual questions in the first two
studies uh though we do not discount the
possibility that with a greater power
difference so basically
with more power there might be a
difference but we we don't know for
conception items however our findings
strongly suggest the opposite conclusion
basically saying that conceptual finding
uh conceptual studies
conceptual tests are better with
good
notes not loads of notes good effective
notes which is supported by this like
conceptual notes as long as the notes
are useful then they're good for
conceptual understanding and then indeed
synthesizing and summarizing content
rather than verbatim transcription can
serve as a desirable difficulty towards
improved educational outcomes basically
think about something synthesize it and
practice
it doesn't matter whether you're doing
that on paper or on a keyboard it really
doesn't matter it's the process that
you're doing and the process that you're
in taking so the takeaway notes for me
is i'm still going to use my keyboard
i'm not going to an ipad to do
handwriting notes and as long as i can
like pause the lecture and take
appropriate notes i'm good
so to summarize what they found is that
handwriting notes or long form notes may
be naturally giving people more
opportunities to process or think about
their notes but when we when we look at
what we're taught in school from my
experience anyway most people are taught
writing and how to write in english
which is handwriting notes how to write
notes on a page and on paper i don't see
many people inside of school being
taught how to take notes on a laptop or
writing on a laptop that's just from my
experience anyway and i would imagine
because they did this in lecture the
students would be around my age maybe
two three years younger so they haven't
had as much experience using laptops for
notes for writing and the experience is
all that they do in their own time which
is playing games or
using a computer for other computer
stuff rather than actual study so the
experience people have writing notes is
from their english class or english
lessons writing on writing in books and
maths and things like that rather than
taking notes on a computer so if you
have education about how to take notes
on a computer with a keyboard maybe they
then think more about how they're taking
notes because that's from my experience
when i went into this note-taking world
and learned how to take notes on a
computer it's way easier now because i
can search for things i can find things
and you just saw in the video i'm taking
notes on zotero moving them over to
obsidian which link in the description
if you're interested about all of my
notes and i can't do that with paper at
all so all of the struggles and issues
that i have with paper i don't have with
technology so yeah i'm not going over to
an ipad because i don't see any benefit
for taking handwritten notes and i'm
taking notes on a computer perfectly
fine and when you're taking notes
handwritten
there isn't really much of a benefit
from what i can see but it'd be
interesting to hear your thoughts in the
comment section below
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