Learning neuroscience: Investigating influences of notetaking materials and individual differences

• Published in: Learning and individual differences Vol. 101; p. 102243
• Main Authors: Wilson, Julia T., Miller-Goldwater, Hilary E., Porter, Blaire M., Bauer, Patricia J.
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.01.2023
• Subjects: Classroom learning; Diagrams; Individual differences; Notetaking; Spatial cognition; Notetaking; Classroom learning; Diagrams; Spatial cognition; Individual differences
• ISSN: 1041-6080; 1873-3425
• DOI: 10.1016/j.lindif.2022.102243

How can we support classroom learning? Individual differences between students (e.g., cognitive skills and notetaking styles) is one factor that may relate to learning and interact with notetaking materials (e.g., diagram handouts and notetaking medium) to influence learning. However, the interaction between these factors is not well-understood. Accordingly, in this study, we presented short neuroscience lectures to 18–23-year-old undergraduates and investigated the interactions between notetaking materials and individual differences (cognitive skills: spatial/verbal reasoning; and notetaking style: verbatim copying/key terms) on learning. We found minimal overall effects of notetaking materials on learning. However, spatial and verbal reasoning related to learning. Additionally, in a handwritten condition, verbatim copying in notes was associated with lower learning whereas more key terms in notes was associated with higher learning. These results demonstrate that, to best support neuroscience learning in the classroom, we must consider individual differences and how they interact with notetaking materials. •Diagram handouts and notetaking medium did not directly influence learning outcomes.•Cognitive skills predicted learning.•Notetaking materials and individual differences interacted to influence learning.•Key terms in students' notes positively predicted learning in a handwritten condition.•Verbatim copying in notes negatively predicted learning in a handwritten condition.