Learning neuroscience: Investigating influences of notetaking materials and individual differences

How can we support classroom learning? Individual differences between students (e.g., cognitive skills and notetaking styles) is one factor that may relate to learning and interact with notetaking materials (e.g., diagram handouts and notetaking medium) to influence learning. However, the interaction between these factors is not well-understood. Accordingly, in this study, we presented short neuroscience lectures to 18-23-year-old undergraduates and investigated the interactions between notetaking materials and individual differences (cognitive skills: spatial/verbal reasoning; and notetaking style: verbatim copying/key terms) on learning. We found minimal overall effects of notetaking materials on learning. However, spatial and verbal reasoning related to learning. Additionally, in a handwritten condition, verbatim copying in notes was associated with lower learning whereas more key terms in notes was associated with higher learning. These results demonstrate that, to best support neuroscience learning in the classroom, we must consider individual differences and how they interact with notetaking materials.

Automated summary

This study investigates the interactions between notetaking materials and individual differences on learning. The overall effects of notetaking materials on learning were minimal, but spatial and verbal reasoning were related to learning. In a handwritten condition, verbatim copying was associated with lower learning whereas more key terms in notes was associated with higher learning. Therefore, to best support neuroscience learning in the classroom, individual differences and their interactions with notetaking materials must be considered.