1. Don't Ditch the Laptop Just Yet: A Direct Replication of Mueller and Oppenheimer's (2014) Study 1 Plus Mini Meta-Analyses Across Similar Studies
- Author
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Thomas E. Gartman, Ycar Devis, Caitlin Kornick, Kathy Chin, Meghan K. O’Brien, Jessica Paola Jimbo, Zachary J. Kramer, Jonah E. Zarrow, Zaenab Ayotola Onipede, Emily Chen, Jasper H. Park, Micaela Jen Silver, Jiaqi Yuan, Grace E. Konstantin, Nicole Marie May, Renee S. Brody, Alec J. Lotstein, Lena J. Chang, Grant J. Steinhauer, Gregory Chin, Dylan Van Hong, Dominique T. Zarrella, E. Na, Noah W. Weinflash, Alexandra S. Mueller, Avery Glennon Spratt, Rachel E. Stein, Daniel Knight, Michael C. Morscher, Vincent N. Duong, Michael Z. Leonard, Catherine E. Perloff, Selena Groh, Jillian E. Schreier, Elizabeth C. McCall, Hayley Long, Amelia D. Moser, Julia Mansfield Fuller, Victoria A. Floerke, Angeliki Perdikari, Devon K. Valera, Ross A. Hamilton, Akash A. Pillai, Ben Ewing, Erica R. Albert, Elizabeth K. Dossett, Ally Burnstein, Nick Dulchin, Avni Rajpal, Heather L. Urry, Melissa Dong, Avram Block, Monica Gabriella Lyons, Isabelle R. Newman, Amanda M. Danielson, Myrna-Nahisha A. Lyncee, Christin A. Mujica, Emily M. Bowers, Clinton S. Perry, Eli Maayan, Caroline Ackerley Bollinger, Ben G. Cooper, Meghan S. Lauzé, Justin R. Shangguan, Will Hodge, Samantha M. Vervoordt, Rachel C. Perry, Aava B. Jahan, Chad R. Goldberg, Naz Akdilek, Jesse Greenfield, Tommaso Lombardi, Lena Walton, Karen Weinstock, Emma Ranalli, Chakrapand Paul Chiarawongse, Joshua E. Insler, Danielle A. Pace, Emma M. Kahn, Katherine Adele Corneilson, Elizabeth Davis, Chelsea S. Crittle, Misha S. Linnehan, Katherine Alexandra Ochoa Castillo, Allissa K. Chan, Petrina C. Chan, Rhea Ann Charlotte Montgomery-Walsh, and Kelly C. Burk
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business.product_category ,Word count ,Open data ,Microcomputers ,Laptop ,Distraction ,Replication (statistics) ,Encoding (semiotics) ,Humans ,Learning ,business ,Psychology ,General Psychology ,Note-taking ,Cognitive psychology - Abstract
In this direct replication of Mueller and Oppenheimer’s (2014) Study 1, participants watched a lecture while taking notes with a laptop ( n = 74) or longhand ( n = 68). After a brief distraction and without the opportunity to study, they took a quiz. As in the original study, laptop participants took notes containing more words spoken verbatim by the lecturer and more words overall than did longhand participants. However, laptop participants did not perform better than longhand participants on the quiz. Exploratory meta-analyses of eight similar studies echoed this pattern. In addition, in both the original study and our replication, higher word count was associated with better quiz performance, and higher verbatim overlap was associated with worse quiz performance, but the latter finding was not robust in our replication. Overall, results do not support the idea that longhand note taking improves immediate learning via better encoding of information.
- Published
- 2021