Teaching and learning as multimedia authoring: the classroom 2000 project
MULTIMEDIA '96 Proceedings of the fourth ACM international conference on Multimedia
Dynomite: a dynamically organized ink and audio notebook
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
The audio notebook: paper and pen interaction with structured speech
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Perceptually-supported image editing of text and graphics
Proceedings of the 16th annual ACM symposium on User interface software and technology
International Journal of Human-Computer Studies
WMTE '04 Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE'04)
Augmented classroom: a paper-centric approach for collaborative learning system
UCS'04 Proceedings of the Second international conference on Ubiquitous Computing Systems
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Note taking is a fundamental activity for learning, and many software tools which enable students to take digitized notes have been proposed. Digitized notes are advantageous because they can be easily edited, rearranged, and shared. Although many note-taking tools have been proposed, there has been little research to examine the effect of note annotation and rearrangement with a digitized tool in terms of knowledge acquisition. Therefore, we have investigated the effect of note annotation and rearrangement on how well lecture content is remembered by learners. By annotation, we mean adding both handwritten and typed text, and rearrangement includes moving and deleting handwritten notes. We developed a simple note-taking application specialized for explanation, and evaluated it through a laboratory experiment with eight participants. The results show that note annotation and rearrangement significantly improved how well the participants remembered lecture content. Thus, the effect of annotation and rearrangement on remembrance was confirmed with respect to digitized notes.