A Classroom Study on Notetaking Modalities and Inattentive Attention-Deficit/Hyperactivity Disorder Symptoms

Abstract

College students with attention-deficit/hyperactivity disorder (ADHD) exhibit difficulty in lecture notetaking, a key study skill supporting learning and academic achievement. Higher ADHD symptoms, particularly inattentive symptoms, are related to more sensorimotor difficulties, which may make taking handwritten notes difficult, thus disrupting potential encoding benefits notetaking affords. Here, we assessed whether encoding benefits of self-selected notetaking modalities depended on the level of ADHD symptoms in students enrolled in an introductory college course setting. Students reported their notetaking modality (handwritten, laptop, or tablet) utilized during a regularly scheduled lecture and took a quiz 2 days later to assess learning. Students also reported on ADHD symptoms and in-class distraction. Our findings suggest that as inattentive ADHD symptoms increase, lecture learning decreases if notes were taken by hand and increases with tablet and laptop modalities. These findings preliminarily highlight the importance of considering individual differences when examining the efficacy of notetaking strategies to optimize learning.