Cognitive Load in Different Media Environments: When Does Note-taking Help Memory Recall?
Lin Lin, Chris Bigenho, University of North Texas, United States
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The study investigates students’ abilities to recall words in three media environments – no-distraction, auditory-distraction, and auditory-visual-distraction settings, with three note-taking tools – no note-taking, note-taking-on-paper, and note-taking on-a-computer. Nine experiments, each with a total of 21-47 undergraduate student participants were conducted. Results indicated that there were significant interactions between environments and note-taking tools. In the no-distraction environment, the participants performed best while taking notes on paper, second best while taking notes on computer, and third while not taking notes. However, in the auditory-visual distraction environment, the participants performed word recall best while not taking notes, second while taking notes on the computer, and third while taking notes on paper. Implications are discussed.
Lin, L. & Bigenho, C. (2010). Cognitive Load in Different Media Environments: When Does Note-taking Help Memory Recall?. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 3166-3170). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE).
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