The Effects of Notetaking Modality and Symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) on Learning
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| Title: | The Effects of Notetaking Modality and Symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) on Learning |
|---|---|
| Language: | English |
| Authors: | Gabrielle A. Shimko (ORCID |
| Source: | Educational Psychology. 2025 45(5):541-560. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Institutes of Health (NIH) (DHHS) |
| Contract Number: | 2T32HD007475 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Students with Disabilities, Attention Deficit Hyperactivity Disorder, Notetaking, Symptoms (Individual Disorders), Handwriting, Keyboarding (Data Entry), Recall (Psychology), Attention |
| DOI: | 10.1080/01443410.2025.2493257 |
| ISSN: | 0144-3410 1469-5820 |
| Abstract: | College students with attention/deficit-hyperactivity disorder (ADHD) exhibit difficulty in lecture notetaking, which may exacerbate persistent academic difficulties. Higher ADHD symptoms are related to slower handwriting speed (HWS), potentially disrupting learning during the notetaking process. This study investigated whether typing notes could compensate for slower HWS and facilitate more learning than handwritten notes in individuals with higher ADHD symptoms. College students oversampled for ADHD diagnoses watched a 15-min TedTalk while taking handwritten, typed, or no notes and took a quiz to assess learning. Fine motor dexterity, HWS, typing speed, sustained attention, and ADHD symptoms were measured. Participants with higher ADHD symptoms learned significantly more if they took handwritten or typed notes as compared to not taking notes. Slower HWS and worse sustained attention related to higher ADHD symptoms. Thus, active notetaking facilitated learning, particularly for students with higher ADHD symptoms, and the optimal modality may depend on individual transcription abilities. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486149 |
| Database: | ERIC |
| Abstract: | College students with attention/deficit-hyperactivity disorder (ADHD) exhibit difficulty in lecture notetaking, which may exacerbate persistent academic difficulties. Higher ADHD symptoms are related to slower handwriting speed (HWS), potentially disrupting learning during the notetaking process. This study investigated whether typing notes could compensate for slower HWS and facilitate more learning than handwritten notes in individuals with higher ADHD symptoms. College students oversampled for ADHD diagnoses watched a 15-min TedTalk while taking handwritten, typed, or no notes and took a quiz to assess learning. Fine motor dexterity, HWS, typing speed, sustained attention, and ADHD symptoms were measured. Participants with higher ADHD symptoms learned significantly more if they took handwritten or typed notes as compared to not taking notes. Slower HWS and worse sustained attention related to higher ADHD symptoms. Thus, active notetaking facilitated learning, particularly for students with higher ADHD symptoms, and the optimal modality may depend on individual transcription abilities. |
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| ISSN: | 0144-3410 1469-5820 |
| DOI: | 10.1080/01443410.2025.2493257 |
