Exploring the impact of note taking methods on cognitive function among university students.
Alham Al-Sharman1,2,3,4, Reime Jamal Shalash5, Taif A M Omran5,6
1Department of Physiotherapy, College of Health Sciences, University of Sharjah, Sharjah, UAE. aal-sharman@sharjah.ac.ae.
BMC Medical Education
|August 28, 2025
Summary
University students using longhand note-taking showed better cognitive function than those using styluses. While digital note-taking offers convenience, longhand methods may support learning and memory more effectively.
Area of Science:
- Cognitive Science
- Educational Technology
Background:
- Note-taking is crucial for learning, with digital methods gaining traction among university students.
- Stylus-based digital note-taking offers a blend of handwriting and digital benefits.
- Potential distractions from digital devices may impact learning effectiveness, necessitating further research.
Purpose of the Study:
- To investigate cognitive function differences between university students using longhand versus stylus-based digital note-taking.
Main Methods:
- A cross-sectional study involving 100 university students in the UAE.
- Participants reported their note-taking method (longhand or stylus digital).
- Cognitive functions were assessed using the Montreal Cognitive Assessment (MoCA), Symbol Digit Modalities Test (SDMT), Brief Visuospatial Memory Test-Revised (BVMT-R), and Stroop test.
Main Results:
- Longhand note-takers scored significantly higher in overall cognition (MoCA), processing speed, working memory (SDMT), and visual memory (BVMT-R).
- Students using styluses demonstrated superior inhibitory cognitive control (Stroop test).
Conclusions:
- Longhand note-taking is associated with higher cognitive scores in several domains compared to stylus-based digital methods.
- Despite statistical significance, the effect size of these differences is small.
- Longitudinal studies are recommended to explore long-term impacts and influencing factors.
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