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

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dc.contributor.authorE. BARRETT, Matthew
dc.contributor.authorB. SWAN, Alexander
dc.contributor.authorMAMİKONİAN, Ani
dc.contributor.authorGHAJOYAN, İnna
dc.contributor.authorKRAMAROVA, Olga
dc.contributor.authorJ. YOUMANS, Robert
dc.date.accessioned2022-03-22T10:19:18Z
dc.date.available2022-03-22T10:19:18Z
dc.date.issued2014
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThis 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.en_US
dc.identifier.citationBarrett, 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/5136/69985en_US
dc.identifier.urihttps://hdl.handle.net/11616/56920
dc.language.isoenen_US
dc.relation.ispartofInternational Journal of Instructionen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.titleTechnology in Note Taking and Assessment: The Effects of Congruence on Student Performanceen_US
dc.typeArticleen_US

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