Technology in Note Taking and Assessment: The Effects of Congruence on Student Performance
Yükleniyor...
Tarih
2014
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
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.
Açıklama
Anahtar Kelimeler
Kaynak
International Journal of Instruction
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Barrett, M. E. , Swan, A. B. , Mamikonian, A. , Ghajoyan, İ. , Kramarova, O. & Youmans, R. J. (2013). Technology in Note Taking and Assessment: The Effects of Congruence on Student Performance . International Journal of Instruction , 7 (1) , . Retrieved from https://dergipark.org.tr/tr/pub/eiji/issue/5136/69985
