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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 0000-0002-1790-9937), Karin H. James
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
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  Data: The Effects of Notetaking Modality and Symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) on Learning
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  Data: <searchLink fieldCode="AR" term="%22Gabrielle+A%2E+Shimko%22">Gabrielle A. Shimko</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1790-9937">0000-0002-1790-9937</externalLink>)<br /><searchLink fieldCode="AR" term="%22Karin+H%2E+James%22">Karin H. James</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Psychology%22"><i>Educational Psychology</i></searchLink>. 2025 45(5):541-560.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Attention+Deficit+Hyperactivity+Disorder%22">Attention Deficit Hyperactivity Disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Notetaking%22">Notetaking</searchLink><br /><searchLink fieldCode="DE" term="%22Symptoms+%28Individual+Disorders%29%22">Symptoms (Individual Disorders)</searchLink><br /><searchLink fieldCode="DE" term="%22Handwriting%22">Handwriting</searchLink><br /><searchLink fieldCode="DE" term="%22Keyboarding+%28Data+Entry%29%22">Keyboarding (Data Entry)</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink>
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  Data: 10.1080/01443410.2025.2493257
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  Data: 0144-3410<br />1469-5820
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: 2025
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        Value: 10.1080/01443410.2025.2493257
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 541
    Subjects:
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Attention Deficit Hyperactivity Disorder
        Type: general
      – SubjectFull: Notetaking
        Type: general
      – SubjectFull: Symptoms (Individual Disorders)
        Type: general
      – SubjectFull: Handwriting
        Type: general
      – SubjectFull: Keyboarding (Data Entry)
        Type: general
      – SubjectFull: Recall (Psychology)
        Type: general
      – SubjectFull: Attention
        Type: general
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      – TitleFull: The Effects of Notetaking Modality and Symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) on Learning
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            NameFull: Karin H. James
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              Type: published
              Y: 2025
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