Evaluating the effect of technology on note-taking and learning

Abstract

Current note-taking applications have been shown to affect the way students take notes. The impact on learning has not been studied. In this paper, we describe a project aimed at addressing how specific features of note-taking tools impact both behavior and performance. We describe our initial results evaluating copy-paste functionality, their implication for design, and future studies. We believe this work has relevance not only for the design of note-taking tools, but for a broader CHI audience.