The effect of notetaking method on academic performance: A systematic review and meta-analysis

The present meta-analysis aimed to synthesize the extant research on the influence of longhand (written) versus digital notetaking methods, unconfounded by distractions, on performance, and to identify key potential moderators of such effects. After a systematic literature search, we obtained 77 effect sizes from 39 samples in 36 articles and conducted a multilevel meta-analysis complemented with robust variance estimation. Overall, results showed a mean effect size (mean estimated g = -0.008, 95% CI: -0.18, 0.16) that was not significantly different from zero, suggesting no effect of notetaking approach. Moderator analyses, justified by effect sizes with significant heterogeneity, demonstrated only three significant moderators referring to the topic covered, the learning objectives, and the duration of the material. Overall, however, the present results suggest that an apparent advantage of longhand notetaking reported in some previous studies can be explained at least partially by distractions from notetaking by other applications that are present only with digital devices. Nevertheless, more research is required to identify moderators that might account for variability in the findings. Work using large representative samples of all ages is particularly needed.