Which is better, Handwriting or Typing?

Summary

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

00:00

🤔 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。

05:00

📚 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。

10:01

🔍 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。

15:01

📝 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。

20:02

📚 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。

Keywords

💡手写笔记

手写笔记是指使用笔和纸记录信息的传统方式。在视频中，手写笔记被提出作为一种可能促进学习和信息保持的方法。然而，视频作者对此持有怀疑态度，并决定通过研究来验证这一点。例如，作者提到'handwriting notes'时，是在探讨手写笔记是否真正有助于学习。

💡键盘输入

键盘输入是指使用键盘记录信息的方式，通常与使用电子设备如笔记本电脑或平板电脑相关。视频中，作者比较了键盘输入与手写笔记的效果，并分享了自己使用键盘输入笔记的经验。例如，作者提到'taking notes on my keyboard'，表明他习惯于使用键盘来记录信息。

💡学习效果

学习效果指的是通过学习过程所获得的知识、技能和理解程度。视频讨论了不同笔记方式对学习效果的影响。作者通过研究来探索手写笔记和键盘输入笔记对学习效果的不同影响。例如，'learning better'和'retaining the information better'都是在讨论学习效果时使用的表述。

💡编码假设

编码假设是心理学中的一个概念，指的是信息在大脑中被处理和存储的方式。视频中提到编码假设来支持手写笔记可能更有助于学习的观点。然而，作者对此表示怀疑，并探讨了编码假设在研究中的应用。例如，'the encoding hypothesis'是在讨论不同笔记方式对学习影响时提到的。

💡外存假设

外存假设强调了能够复习材料的好处，即通过笔记来辅助记忆和学习。视频中，作者提到外存假设来讨论笔记的复习价值。例如，'the external storage hypothesis'是在探讨笔记如何帮助学习时提到的一个概念。

💡认知负荷

认知负荷是指个体在处理信息时所承受的心理工作量。视频中，作者引用了认知负荷理论来分析笔记方式对学习的影响。例如，'cognitive load theory'是在讨论笔记本电脑笔记可能带来的问题时提到的。

💡信息处理

信息处理是指个体接收、理解和记忆信息的过程。视频中，作者探讨了不同笔记方式如何影响信息处理的深度。例如，'shallower processing'是用来描述使用笔记本电脑进行笔记可能导致的表面层次的信息处理。

💡研究复制

研究复制是指对先前研究的重复，以验证结果的可靠性。视频中，作者提到了研究复制来探讨键盘输入笔记的影响。例如，'replicated the study'是在讨论如何通过重复研究来检验笔记方式的效果时提到的。

💡概念理解

概念理解是指对抽象概念的深刻理解和掌握。视频中，作者提到概念理解在评估笔记方式效果时的重要性。例如，'conceptual understanding'是在讨论笔记方式对理解复杂概念的影响时使用的。

💡事实信息

事实信息指的是具体的、可验证的数据或信息。视频中，作者比较了手写笔记和键盘输入笔记在记录事实信息方面的效果。例如，'factual information'是在讨论两种笔记方式对记录具体数据的影响时提到的。

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