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the claim

Students who take handwritten notes perform better on conceptual exam questions than students who type notes.

the verdict
CONTESTED PARTIAL
Recorded sources
3 sources for · 1 against

Counts group repeated records of the same source within each side. They do not measure evidence strength or source independence.

Is it true that students who take handwritten notes perform better on conceptual exam questions than students who type notes?

Partly. A 2024 meta-analysis of 24 studies reports a modest overall achievement advantage for handwritten notes, and one experimental study found handwriting better specifically on conceptual questions. However, a separate study of medical students found no significant difference in conceptual recall between laptop and handwritten note-taking, so the evidence on conceptual questions is mixed and partial.

Verdict: CONTESTED PARTIAL · 3 sources for, 1 against · Last checked

The private library was unavailable for some searches in this check. Missing library results are not evidence against the claim.

Evidence for · 3
Typed versus Handwritten Lecture Notes and College Student Achievement: A Meta-Analysis
2024
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Flanigan, A. E., Wheeler, J., Colliot, T., Lu, J., & Kiewra, K. A. (2024). Typed versus Handwritten Lecture Notes and College Student Achievement: A Meta-Analysis. eric.ed.gov. https://doi.org/10.1007/s10648-024-09914-w

Evidence against · 1
No difference in factual or conceptual recall comprehension for tablet, laptop, and handwritten note-taking by medical students in the United States: a survey-based observational study -
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No difference in factual or conceptual recall comprehension for tablet, laptop, and handwritten note-taking by medical students in the United States: a survey-based observational study - PMC Lock. (n.d.). pmc.ncbi.nlm.nih.gov. https://doi.org/10.3352/jeehp.2022.19.8

2 recorded entries grouped as this source

Additional records of the same source are shown below. They are not counted as additional sources.

No difference in factual or conceptual recall comprehension for tablet, laptop, and handwritten note-taking by medical students in the United States: a survey-based observational study
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No difference in factual or conceptual recall comprehension for tablet, laptop, and handwritten note-taking by medical students in the United States: a survey-based observational study. (n.d.). cir.nii.ac.jp. https://doi.org/10.3352/jeehp.2022.19.8

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More for · 2
The Value of Handwritten Notes: A Failure to Find State-Dependent Effects When Using a Laptop to Take Notes and Complete a Quiz
2020
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Crumb, R. M., Hildebrandt, R. P., & Sutton, T. M. (2020). The Value of Handwritten Notes: A Failure to Find State-Dependent Effects When Using a Laptop to Take Notes and Complete a Quiz. doi.org. https://doi.org/10.1177/0098628320979895

2 recorded entries grouped as this source

Additional records of the same source are shown below. They are not counted as additional sources.

The Value of Handwritten Notes: A Failure to Find State-Dependent Effects When Using a Laptop to Take Notes and Complete a Quiz
2022
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M., C. R., Ryan, H., & M., S. T. (2022). The Value of Handwritten Notes: A Failure to Find State-Dependent Effects When Using a Laptop to Take Notes and Complete a Quiz. eric.ed.gov. https://doi.org/10.1177/0098628320979895

Abstracts of recent articles published in Teaching of Psychology
2022
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Vinco, M. H., Lee, K. B., Accurso, J. F., Scott, L., & Heddy, B. C. (2022). Abstracts of recent articles published in Teaching of Psychology. doi.org. https://doi.org/10.1177/14757257221079193

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