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Hello everyone. My name is anam ahmad
khan and I am a researcher at the
university of Melbourne, Today I will be
presenting some research on the effect
of note-taking modality on learners
ability to comprehend digital text.
Text is a popular medium through which
learners gain information.
However understanding text is not an
easy task. It requires learner to build
connection of what they have read with
some things they have observed in the
World, with some other texts they have
read and with some experiences that had
occurred in their prior life.
Such connections can be made by taking
notes while reading.
Note taking is a mean for learners to
extract useful information from the
content and reflect on their
understanding regarding the reading
material. As such, note taking helps
learner to focus their attention on the
Text, assist them to generate new
knowledge and helps in effective
encoding of the reading material.
Recognizing the utility of note taking, a
wide range of tools have emerged that
enable learners to record digital notes.
Although the functionality available in
these tools are relatively similar, they
offer variety in terms of their input
Modality. For instance, some tools allow
learners to compose written notes using
a keyboard or digital ink while other
enable them to verbalize their notes
using voice.
As the expressiveness of the input
modality shapes what learner externalize
the use of different modalities for
recording nodes can have a varying
impact on learners understanding of
digital text.
Thus a question may arise at which
modality of note taking is effective for
text comprehension.
Recent studies have investigated the
effect of keyboard note taking on text
Comprehension. The finding of these
studies suggested that compared to pen and
paper note taking keyboard note taking
prompts learner to copy and paste
content from the reading material to
their notes without comprehending it.
this finding emphasizes the need to
explore other input modalities for
recording digital note that can better
instigate learners to practice effective
note taking.
With the increased acceptance of voice
as an input modality it has emerged as a
promising alternative note taking
modality. A considerable number of tools
have entered the market that enable
learners to record voice notes.
The wide adoption of these tools
motivate us to investigate regarding the
impact of voice note taking on learners
comprehension of digital text.
For this purpose, we conducted an
experiment in which 60 participants took
notes using voice or keyboard on two
independent pieces of digital text.
After the note taking task participant
completed a post-test which included
factual based question that required the
knowledge of a single idea unit
presented in the passage.
Further the post-test also included
inference-based question that required
the integration of two or more idea unit
and tested the conceptual understanding
of the digital text. After the post-test
participants were asked to comment on
the usefulness and limitations of using
voice note taking for learning
Activities.
As the affordance of the input modality can
shape learner's behavior we expected to
see differences in their content of
notes depending on the participant's
choice of modality. To explore this we
analyze the notes in terms of their
comprehensiveness and level of
Elaboration.
Comprehensiveness reflects the number of
idea units discussed in the notes while
the level of elaboration refers to the
number of examples,
analogies and personal experiences
discussed in notes.
Our investigation revealed many
interesting finding and here I am going
to present the most important ones.
Our findings suggest that type notes and
voice notes may offer similar benefits
when answering factual questions.
However we found that voice notes
seem to offer an advantage in answering
inference-based question as the
participant performs significantly
better when recording notes using voice.
Further, we found that learners who used
voice as a modality for note taking
discussed more idea units than those who
used keyboard.
Similarly, learners elaborated more on
the subject matter when they made notes
using voice modality than when using the
Keyboard.
The analysis of the obtained interviews
also backed our finding with many
participants suggesting that recording
voice notes prompt them to pay more
attention to the learning content.
tThis was mainly because with voice note
taking participants were able to
simultaneously inspect the learning
content as well as speak out loud.
Similarly, participants also agreed that
taking voice notes compel them to
explain learning content to themselves
or to an imaginary audience.
Thus, they subsequently reflected and
elaborated more on the learning content
by giving real life examples during
voice note taking.
Further many participants agreed the
recording notes via voice was more
spontaneous and assisted them in
capturing momentary thoughts before they
are forgotten.
Overall, this research highlights the
potential benefit of using voice for
note taking by suggesting that taking
notes using voice leads to a higher
conceptual understanding of the digital
Text.
Similarly, our findings suggest that
voice triggers learner to make more
elaborative and comprehensive notes.
Owing to these benefits we suggested
note-taking tool design for digital
learning environment could incorporate
voice as an input modality to promote
effective note taking.
That's all from my side. Thank you for
paying attention
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