Note-Taking: Copy Paste - Revision history

Koedinger: /* Dependent Variables */

2007-04-14T23:31:17Z

Dependent Variables

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	[[Note:]] all tests include both multiple choice and free response questions. The multiple choice questions all involve solving problems (for example, given a response structure, which variables are direct causes of an effect, or which interact to produce an effect). In addition, some free response questions ask students to explain terminology used in the module.		[[Note:]] all tests include both multiple choice and free response questions. The multiple choice questions all involve solving problems (for example, given a response structure, which variables are direct causes of an effect, or which interact to produce an effect). In addition, some free response questions ask students to explain terminology used in the module.

	''Normal ~~Learning, immediate~~:'' Students are given a test immediately after studying the material.		''[[Normal post-test]]:'' Students are given a test immediately after studying the material.

	''[[Long-term retention]]:'' Students return a week following the treatment (which lasts between 30 and 90 minutes) to take this test.		''[[Long-term retention]]:'' Students return a week following the treatment (which lasts between 30 and 90 minutes) to take this test.

Koedinger: /* Dependent Variables */

2007-04-14T23:20:43Z

Dependent Variables

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	''Normal Learning, immediate:'' Students are given a test immediately after studying the material.		''Normal Learning, immediate:'' Students are given a test immediately after studying the material.

	''[[Long-~~Term Retention~~]]:'' Students return a week following the treatment (which lasts between 30 and 90 minutes) to take this test.		''[[Long-term retention]]:'' Students return a week following the treatment (which lasts between 30 and 90 minutes) to take this test.

	''[[Long-~~Term Retention~~]] after review:'' After taking the long-term retention test, students are given their notes to review for 5 minutes. Following this review period, students take a final test.		''[[Long-term retention]] after review:'' After taking the long-term retention test, students are given their notes to review for 5 minutes. Following this review period, students take a final test.

Koedinger at 23:17, 14 April 2007

2007-04-14T23:17:33Z

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	''Normal Learning, immediate:'' Students are given a test immediately after studying the material.		''Normal Learning, immediate:'' Students are given a test immediately after studying the material.

	''Long-Term Retention~~, Normal Learning~~:'' Students return a week following the treatment (which lasts between 30 and 90 minutes) to take this test.		''[[Long-Term Retention]]:'' Students return a week following the treatment (which lasts between 30 and 90 minutes) to take this test.

	''~~Normal Learning,~~ review:'' After taking the long-term retention test, students are given their notes to review for 5 minutes. Following this review period, students take a final test.		''[[Long-Term Retention]] after review:'' After taking the long-term retention test, students are given their notes to review for 5 minutes. Following this review period, students take a final test.


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	== Hypotheses ==		== Hypotheses ==
	# Students using the copy-paste tool to take notes will take more notes than students typing or using pencil-and-paper. ~~This will be~~		# Students using the copy-paste tool to take notes will take more notes than students typing or using pencil-and-paper.
	# Students using copy-paste to take notes will learn less than students typing or using pencil-and-paper, as their notes will be less personal.		# Students using copy-paste to take notes will learn less than students typing or using pencil-and-paper, as their notes will be less personal.

Abauer: /* Further Information */

2007-04-13T18:23:24Z

Further Information

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	== Further Information ==		== Further Information ==
	Bauer, A., and Koedinger, K. “Developing a Note Taking Tool from the Ground Up”. Ed-Media 2005. AACE Press, 4181-4186.		Bauer, A., and Koedinger, K. “Developing a Note Taking Tool from the Ground Up”. Ed-Media 2005. AACE Press, 4181-4186.
	Bauer, A., Koedinger, K.R. Pasting and Encoding: Note-taking in Online Courses. In Proc. IEEE ICALT 2006. 789-793		Bauer, A., Koedinger, K.R. Pasting and Encoding: Note-taking in Online Courses. In Proc. IEEE ICALT 2006. 789-793 [http://www.learnlab.org/uploads/mypslc/publications/471bau.doc Word File, Published Version]

Abauer at 18:03, 13 April 2007

2007-04-13T18:03:12Z

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			=== Summary Table ===
			{\| border="1" cellspacing="0" cellpadding="5" style="text-align: left;"
			\| '''PIs''' \|\| Aaron Bauer & Kenneth R. Koedinger
			\|-
			\| '''Other Contributers''' \|\|
			\|-
			\| '''Study Start Date''' \|\| March 1, 2005
			\|-
			\| '''Study End Date''' \|\| June 10, 2005
			\|-
			\| '''Laboratory Study''' \|\|
			\|-
			\| '''LearnLab Course''' \|\| Causal and Statistical Reasoning (OLI)
			\|-
			\| '''Number of Students''' \|\| 69
			\|-
			\| '''Total Participant Hours''' \|\| 207
			\|-
			\| '''DataShop''' \|\| Log data is not in DataShop. Should be available Fall 2007
			\|}
			<br>

	== Abstract ==		== Abstract ==

Abauer: /* Background/Significance */

2007-03-30T00:02:31Z

Background/Significance

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	In a previous study (Bauer & Koedinger, 2005), we found that the inclusion of copy-paste functionality in a note-taking application appears to alter behavior when compared with taking handwritten notes. Students took advantage of copy-paste functionality to increase the number of words they recorded. They did not perform differently on an immediate multiple-choice post-test, however.		In a previous study (Bauer & Koedinger, 2005), we found that the inclusion of copy-paste functionality in a note-taking application appears to alter behavior when compared with taking handwritten notes. Students took advantage of copy-paste functionality to increase the number of words they recorded. They did not perform differently on an immediate multiple-choice post-test, however.

	The study reported ~~hear~~ was aimed at understanding the effect of copy-paste functionality in greater detail. It included both multiple-choice and free-response problem solving questions, as well as [[robust learning]] measures of [[long-term retention]]. Students were tested immediately, at a one week delay, and at a one week delay after being allowed to review their notes.		The study reported here was aimed at understanding the effect of copy-paste functionality in greater detail. It included both multiple-choice and free-response problem solving questions, as well as [[robust learning]] measures of [[long-term retention]]. Students were tested immediately, at a one week delay, and at a one week delay after being allowed to review their notes.

	Students were placed in one of three conditions, corresponding to the note-taking tool they were given. Some students took notes using pencil-and-paper. Others took notes using a text-editor that did not allow copy-paste. The final group took notes using a text-editor that allowed both typing and copy-paste.		Students were placed in one of three conditions, corresponding to the note-taking tool they were given. Some students took notes using pencil-and-paper. Others took notes using a text-editor that did not allow copy-paste. The final group took notes using a text-editor that allowed both typing and copy-paste.

	== Dependent Variables ==		== Dependent Variables ==

Abauer: /* Independent Variables */

2007-03-29T23:49:04Z

Independent Variables

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	== Independent Variables ==		== Independent Variables ==
			[[image:NT-TextEditor.gif]]

			''This is the basic note-taking text-editor. Built in javascript, the editor occupies the lower third of the screen, while the learning materials occupy the top of the screen. The functionality of various manipulations is described below.

	'''Note-taking Treatment'''		'''Note-taking Treatment'''

Abauer: /* Descendents */

2007-03-29T23:47:57Z

Descendents

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	[[Note-Taking_Technologies\|Note-taking project page]]		[[Note-Taking_Technologies\|Note-taking project page]]

	[[Note-Taking:~~_Restriction_and_Selection~~]]		[[Note-Taking: Restriction and Selection]]

	== Further Information ==		== Further Information ==
	Bauer, A., and Koedinger, K. “Developing a Note Taking Tool from the Ground Up”. Ed-Media 2005. AACE Press, 4181-4186.		Bauer, A., and Koedinger, K. “Developing a Note Taking Tool from the Ground Up”. Ed-Media 2005. AACE Press, 4181-4186.
	Bauer, A., Koedinger, K.R. Pasting and Encoding: Note-taking in Online Courses. In Proc. IEEE ICALT 2006. 789-793		Bauer, A., Koedinger, K.R. Pasting and Encoding: Note-taking in Online Courses. In Proc. IEEE ICALT 2006. 789-793

Abauer: /* Descendents */

2007-03-29T23:46:55Z

Descendents

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	[[Note-Taking_Technologies\|Note-taking project page]]		[[Note-Taking_Technologies\|Note-taking project page]]

	[[Note-Taking: ~~Coordination~~]]		[[Note-Taking:_Restriction_and_Selection]]

	== Further Information ==		== Further Information ==
	Bauer, A., and Koedinger, K. “Developing a Note Taking Tool from the Ground Up”. Ed-Media 2005. AACE Press, 4181-4186.		Bauer, A., and Koedinger, K. “Developing a Note Taking Tool from the Ground Up”. Ed-Media 2005. AACE Press, 4181-4186.
	Bauer, A., Koedinger, K.R. Pasting and Encoding: Note-taking in Online Courses. In Proc. IEEE ICALT 2006. 789-793		Bauer, A., Koedinger, K.R. Pasting and Encoding: Note-taking in Online Courses. In Proc. IEEE ICALT 2006. 789-793

Abauer at 23:46, 29 March 2007

2007-03-29T23:46:14Z

← Older revision		Revision as of 23:46, 29 March 2007
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	*''Ideas:'' Students using the typing tool recorded fewer notes than the other tools, which were not significantly different.		*''Ideas:'' Students using the typing tool recorded fewer notes than the other tools, which were not significantly different.
	**''Wording:''Students using the copy-paste tool recorded significantly more ideas verbatim than the other tools~~, and pencil~~-and-paper recorded significantly more ideas in own words.		**''Wording:''Students using the copy-paste tool recorded significantly more ideas verbatim than the other tools. Most of these verbatim ideas were recorded using copy-paste functionality. Pencil-and-paper recorded significantly more ideas in own words.

	*		* The copy-paste tool recorded far wordier ideas than either of the other tools. Ideas pasted using more words were associated with increased forgetting relative to ideas that were pasted using fewer words.
			* There was not a significant difference with regards to completion time.

	== Explanation ==		== Explanation ==
	*The results of this experiment do not support our hyptheses, as the novel tools performed worse on learning outcomes than did the standard tools. However, this may be due to usability issues. The Selection tool was the most disliked tool, and users reported disliking the restrictions in the restrited-paste tool~~. In addition,~~ note-taking ~~behavior was suboptimal, as the novel conditions recorded fewer key ideas than did the standard tools~~. It may be ~~that the design of the novel tools required more attention to the process of note-taking~~, ~~rather than the product.~~		* The copy-paste tool appears to result in both increased verbatim note-taking and reduced [[long-term retention]]. Copy-paste may thus be a negative behavior, potentially allowing students to record ideas in their notes without paying much attention to them.
	**Lesson: More attention must be paid to ~~the design of note-taking interventions,~~ in ~~order~~ to ~~ensure adoption by users~~.		* Students will take advantage of copy-paste functionality when available. While students in the copy-paste condition could type, the overwhelming proportion of their notes were pasted.
	*~~When students are only allowed to~~ copy-paste~~, they appear to learn as much as~~ when ~~they type~~. ~~Contrary to previous results, they do not forget more over time. In contrast to the previous experiment,~~ students in the copy-paste condition could ~~not~~ type~~. This may have increased their attention to~~ the ~~process~~ of ~~pasting. In addition, students in the copy-paste condition showed reduced time on task compared to typing.~~
	**Lesson: Copy-Paste may be a more efficient note-taking technique than typing.

	== Descendents ==		== Descendents ==