For questions that asked students to simply remember facts, like dates, both groups did equally well.
But for “conceptual-application” questions, such as, “How do Japan and Sweden differ in their approaches to equality within their societies?” the laptop users did “significantly worse.”
“The students who were taking longhand notes in our studies were forced to be more selective — because you can’t write as fast as you can type. And that extra processing of the material that they were doing benefited them.”
