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The Pen Is Mightier Than the Keyboard Advantages of Longhand Over Laptop Note Taking

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TLDR
It is shown that whereas taking more notes can be beneficial, laptop note takers’ tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning.
Abstract
Taking notes on laptops rather than in longhand is increasingly common. Many researchers have suggested that laptop note taking is less effective than longhand note taking for learning. Prior studies have primarily focused on students' capacity for multitasking and distraction when using laptops. The present research suggests that even when laptops are used solely to take notes, they may still be impairing learning because their use results in shallower processing. In three studies, we found that students who took notes on laptops performed worse on conceptual questions than students who took notes longhand. We show that whereas taking more notes can be beneficial, laptop note takers' tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning.

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Putting Education in “Educational” Apps Lessons From the Science of Learning

TL;DR: A way to define the potential educational impact of current and future apps is offered and how the design and use of educational apps aligns with known processes of children’s learning and development is shown to offer a framework that can be used by parents and designers alike.
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The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use

TL;DR: A critical review of the SAMR model is provided using theory and prior research on the absence of context, its hierarchical structure, and the emphasis placed on product over process to guide educators’ and researchers’ technology integration efforts.
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Making connections: Replicating and extending the utility value intervention in the classroom.

TL;DR: In this article, a theoretically guided intervention based on expectancy-value theory was proposed to enhance student learning outcomes, which increased both interest and performance of low-performing students in a college general education course.
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From chalkboard, slides, and paper to e-learning: How computing technologies have transformed anatomical sciences education

TL;DR: Progressive implementation of computer‐based learning methods interacted with waves of ongoing curricular change, and such technologies have been deemed crucial for continuing medical education reforms, providing new challenges and opportunities for anatomical sciences educators.
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Flipped Classrooms and Student Learning: Not Just Surface Gains.

TL;DR: There is the potential for greater educational gains from the flipped classroom than the modest improvements in grades previously demonstrated in the literature; in this implementation of the flipping classroom, students reported that they developed independent learning strategies, spent more time on task, and engaged in deep and active learning.
References
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Journal ArticleDOI

SPSS and SAS procedures for estimating indirect effects in simple mediation models.

TL;DR: It is argued the importance of directly testing the significance of indirect effects and provided SPSS and SAS macros that facilitate estimation of the indirect effect with a normal theory approach and a bootstrap approach to obtaining confidence intervals to enhance the frequency of formal mediation tests in the psychology literature.
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Levels of processing: A framework for memory research

TL;DR: This paper reviewed the evidence for multistore theories of memory and pointed out some difficulties with the approach and proposed an alternative framework for human memory research in terms of depth or levels of processing.
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The need for cognition.

TL;DR: In this paper, a scale to assess the need for cognition (i.e., the tendency for an individual to engage in and enjoy thinking) was developed and validated, and a factor analysis was performed on the selected items and yielded one major factor.
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An automated version of the operation span task.

TL;DR: An easy-to-administer and automated version of a popular working memory (WM) capacity task (operation span) that is mouse driven, scores itself, and requires little intervention on the part of the experimenter is presented.
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When and where do we apply what we learn?: A taxonomy for far transfer.

TL;DR: A framework is provided that describes 9 relevant dimensions and shows that the literature can productively be classified along these dimensions, with each study situated at the intersection of various dimensions.