Note-taking for the win: Doodling does not reduce boredom or mind-wandering, nor enhance attention or retention of lecture material

Abstract

Doodling and fidgeting—traditionally viewed in educational contexts as markers of inattention and poor classroom behaviour—have more recently been considered as possible routes to improve performance by reducing boredom and its negative impact on memory. However, there is a surprising lack of well-controlled studies examining this possibility, despite the widespread adoption of fidget toys and doodling exercises within classroom settings. Here we report two experiments (total N = 222) that assess the impact of doodling on boredom, attention, mind-wandering, and subsequent recall of auditory information. In Experiment 1, participants first listened to a 15-min section of a lecture known to induce boredom. Immediately thereafter they were asked to jot down important information from a short voicemail that they listened to while either doodling (adding shading to shapes) or doing nothing in between note-taking. In Experiment 2, participants listened to a 45-min section of the same lecture under one of four conditions: structured doodling (i.e., shade in shapes), unstructured doodling, note-taking, or listen-only. Thought probes assessed self-perceived levels of state boredom, mind-wandering, and attention throughout the lecture. Across studies, doodling neither reduced boredom or mind-wandering nor increased attention or retention of information compared with other conditions. In contrast, attention and test performance were highest (and boredom and mind-wandering lowest) for those focused solely on note-taking.