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A Classroom Study on Notetaking Modalities and Inattentive Attention‐Deficit/Hyperactivity Disorder Symptoms.

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Title: A Classroom Study on Notetaking Modalities and Inattentive Attention‐Deficit/Hyperactivity Disorder Symptoms.
Authors: Shimko, Gabrielle A. (AUTHOR), Fyfe, Emily R. (AUTHOR), James, Karin H. (AUTHOR)
Source: Applied Cognitive Psychology. Jul/Aug2025, Vol. 39 Issue 4, p1-12. 12p.
Subjects: Attention-deficit hyperactivity disorder, Notetaking, Learning, Tablet computers, College students, Lectures & lecturing, Laptop computers
Abstract: College students with attention‐deficit/hyperactivity disorder (ADHD) exhibit difficulty in lecture notetaking, a key study skill supporting learning and academic achievement. Higher ADHD symptoms, particularly inattentive symptoms, are related to more sensorimotor difficulties, which may make taking handwritten notes difficult, thus disrupting potential encoding benefits notetaking affords. Here, we assessed whether encoding benefits of self‐selected notetaking modalities depended on the level of ADHD symptoms in students enrolled in an introductory college course setting. Students reported their notetaking modality (handwritten, laptop, or tablet) utilized during a regularly scheduled lecture and took a quiz 2 days later to assess learning. Students also reported on ADHD symptoms and in‐class distraction. Our findings suggest that as inattentive ADHD symptoms increase, lecture learning decreases if notes were taken by hand and increases with tablet and laptop modalities. These findings preliminarily highlight the importance of considering individual differences when examining the efficacy of notetaking strategies to optimize learning. [ABSTRACT FROM AUTHOR]
Copyright of Applied Cognitive Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: A Classroom Study on Notetaking Modalities and Inattentive Attention‐Deficit/Hyperactivity Disorder Symptoms.
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  Data: <searchLink fieldCode="JN" term="%22Applied+Cognitive+Psychology%22">Applied Cognitive Psychology</searchLink>. Jul/Aug2025, Vol. 39 Issue 4, p1-12. 12p.
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  Data: <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="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Tablet+computers%22">Tablet computers</searchLink><br /><searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br /><searchLink fieldCode="DE" term="%22Lectures+%26+lecturing%22">Lectures & lecturing</searchLink><br /><searchLink fieldCode="DE" term="%22Laptop+computers%22">Laptop computers</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: College students with attention‐deficit/hyperactivity disorder (ADHD) exhibit difficulty in lecture notetaking, a key study skill supporting learning and academic achievement. Higher ADHD symptoms, particularly inattentive symptoms, are related to more sensorimotor difficulties, which may make taking handwritten notes difficult, thus disrupting potential encoding benefits notetaking affords. Here, we assessed whether encoding benefits of self‐selected notetaking modalities depended on the level of ADHD symptoms in students enrolled in an introductory college course setting. Students reported their notetaking modality (handwritten, laptop, or tablet) utilized during a regularly scheduled lecture and took a quiz 2 days later to assess learning. Students also reported on ADHD symptoms and in‐class distraction. Our findings suggest that as inattentive ADHD symptoms increase, lecture learning decreases if notes were taken by hand and increases with tablet and laptop modalities. These findings preliminarily highlight the importance of considering individual differences when examining the efficacy of notetaking strategies to optimize learning. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Applied Cognitive Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1002/acp.70105
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      – Code: eng
        Text: English
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        PageCount: 12
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      – SubjectFull: Attention-deficit hyperactivity disorder
        Type: general
      – SubjectFull: Notetaking
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Tablet computers
        Type: general
      – SubjectFull: College students
        Type: general
      – SubjectFull: Lectures & lecturing
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      – SubjectFull: Laptop computers
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      – TitleFull: A Classroom Study on Notetaking Modalities and Inattentive Attention‐Deficit/Hyperactivity Disorder Symptoms.
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            NameFull: James, Karin H.
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            – D: 01
              M: 07
              Text: Jul/Aug2025
              Type: published
              Y: 2025
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            – TitleFull: Applied Cognitive Psychology
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