Don't Ditch the Laptop Just Yet: A Direct Replication of Mueller and Oppenheimer's (2014) Study 1 Plus Mini Meta-Analyses Across Similar Studies.
Heather L UrryChelsea S CrittleVictoria A FloerkeMichael Z LeonardClinton S PerryNaz AkdilekErica R AlbertAvram J BlockCaroline Ackerley BollingerEmily M BowersRenee S BrodyKelly C BurkAlly BurnsteinAllissa K ChanPetrina C ChanLena J ChangEmily ChenChakrapand Paul ChiarawongseGregory ChinKathy ChinBen G CooperKatherine Adele CorneilsonAmanda M DanielsonElizabeth S DavisYcar DevisMelissa DongElizabeth K DossettNick DulchinVincent N DuongBen EwingJulia Mansfield FullerThomas E GartmanChad R GoldbergJesse GreenfieldSelena GrohRoss A HamiltonWill HodgeDylan Van HongJoshua E InslerAava B JahanJessica Paola JimboEmma M KahnDaniel KnightGrace E KonstantinCaitlin KornickZachary J KramerMeghan S LauzéMisha S LinnehanTommaso LombardiHayley LongAlec J LotsteinMyrna-Nahisha A LynceeMonica Gabriella LyonsEli MaayanNicole Marie MayElizabeth C McCallRhea Ann Charlotte Montgomery-WalshMichael C MorscherAmelia D MoserAlexandra S MuellerChristin A MujicaElim NaIsabelle R NewmanMeghan K O'BrienKatherine Alexandra Ochoa CastilloZaenab Ayotola OnipedeDanielle A PaceJasper H ParkAngeliki PerdikariCatherine E PerloffRachel C PerryAkash A PillaiAvni RajpalEmma RanalliJillian E SchreierJustin R ShangguanMicaela Jen SilverAvery Glennon SprattRachel E SteinGrant J SteinhauerDevon K ValeraSamantha M VervoordtLena WaltonNoah W WeinflashKaren WeinstockJiaqi YuanDominique T ZarrellaJonah E ZarrowPublished in: Psychological science (2021)
In this direct replication of Mueller and Oppenheimer's (2014) Study 1, participants watched a lecture while taking notes with a laptop (n = 74) or longhand (n = 68). After a brief distraction and without the opportunity to study, they took a quiz. As in the original study, laptop participants took notes containing more words spoken verbatim by the lecturer and more words overall than did longhand participants. However, laptop participants did not perform better than longhand participants on the quiz. Exploratory meta-analyses of eight similar studies echoed this pattern. In addition, in both the original study and our replication, higher word count was associated with better quiz performance, and higher verbatim overlap was associated with worse quiz performance, but the latter finding was not robust in our replication. Overall, results do not support the idea that longhand note taking improves immediate learning via better encoding of information.
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