Technology in Note Taking and Assessment: The Effects of Congruence on Student Performance

This study examined the encoding specificity principle in relation to traditional
and computer-based note taking and assessment formats in higher education.
Students (N = 79) took lecture notes either by hand (n = 40) or by computer (n =
39) and then completed either a computer or a paper-based assessment. When note
taking and assessment formats were congruent, students scored significantly higher
on the assessment when compared to students whose note taking and assessment
format were incongruent. These findings highlight the importance of research on
how in-class technology may affect student performance, and suggest that faculty
and administrators seek to coordinate and standardize the use of assessment and
note taking technologies where possible.