The Pen Is Mightier Than the Keyboard

TLDR

Laptop note‑taking is increasingly common but is believed to be less effective than longhand, with prior research mainly addressing multitasking and distraction. This study investigates whether laptop note‑taking alone impairs learning by promoting shallower processing. Across three studies, laptop note‑takers scored lower on conceptual questions, and their verbatim transcription habit, rather than rephrasing, was found to hinder learning.

Abstract

Taking notes on laptops rather than in longhand is increasingly common. Many researchers have suggested that laptop note taking is less effective than longhand note taking for learning. Prior studies have primarily focused on students’ capacity for multitasking and distraction when using laptops. The present research suggests that even when laptops are used solely to take notes, they may still be impairing learning because their use results in shallower processing. In three studies, we found that students who took notes on laptops performed worse on conceptual questions than students who took notes longhand. We show that whereas taking more notes can be beneficial, laptop note takers’ tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning.