The Effects of Notetaking Modality and Symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) on Learning

Area of Science:

• Cognitive Psychology
• Educational Psychology
• Neurodevelopmental Disorders

Background:

• College students with Attention-Deficit/Hyperactivity Disorder (ADHD) often struggle with lecture notetaking, potentially worsening academic challenges.
• Higher ADHD symptom severity correlates with slower handwriting speed (HWS), which can impede effective learning during notetaking.

Purpose of the Study:

• To determine if typing notes can offset slower HWS and enhance learning compared to handwritten notes in students with elevated ADHD symptoms.
• To investigate the impact of active notetaking (handwritten vs. typed) on learning outcomes for college students with varying levels of ADHD symptoms.

Main Methods:

• Participants (oversampled for ADHD diagnoses) watched a 15-minute TedTalk and took notes by hand, by typing, or not at all.
• A quiz assessed learning, while fine motor dexterity, HWS, typing speed, sustained attention, and ADHD symptoms were measured.

Main Results:

• Students with higher ADHD symptoms demonstrated significantly greater learning when actively taking notes (handwritten or typed) versus taking no notes.
• Slower HWS and poorer sustained attention were associated with increased ADHD symptom severity.
• Active notetaking facilitated learning, particularly for students with higher ADHD symptoms.

Conclusions:

• Active notetaking is beneficial for learning in college students, especially those with higher ADHD symptoms.
• The most effective note-taking modality (handwritten or typed) may vary based on individual transcription abilities and cognitive profiles.