The Effect of Laptop Note-Taking on Students’ Learning Performance, Strategies, and Satisfaction




Laptop note-taking, Longhand note-taking, Learning performance, Strategies, Satisfaction


With the pervasiveness of laptops in the classroom setting, the effectiveness of laptop-assisted note-taking has not been comprehensively investigated. Many inconsistencies in this area still existed with intense debate towards academic performance, learning strategies, and student satisfaction. To fill this missing gap, this study probed the effect of laptop note-taking on the above constructs. The present study applied the comprehensive review by objectively selecting all relative literature from online database, with a main focus on learning areas and conducting the objective procedure. This study covered the positive, negative, as well as neutral effects of laptop note-taking on learning performance. Reasons behind the negative impact and worries were investigated in caution. Tackling the major concerns of distraction and multitasking, this study argued that these concerns might not be the main cause of low performance, individual’s characteristics and preference for the teaching styles shall be taken into consideration. Based on the above arguments, this study provided educators with multiple suggestions on alternative pedagogical approaches to improve teaching practice and student learning experience. The satisfaction of courses was probed together with the reasons for low satisfaction which promoted relative teaching instruction and teacher training. In this vein, this study contributed to the laptop note-taking areas by comprehensively analyzing the effect of laptop note-taking on learning strategies and satisfaction, which were unfortunately ignored by previous studies. Moreover, the present study enriches the e-learning knowledge and supports its practice by proving the side effects of simply banning laptops in class and suggests educators to integrate laptops into their pedagogical designs as well as learn more technology-based teaching strategies. Future research should reinvestigate the effect of laptop note-taking in class with more caution and endeavor to enhance the effectiveness of laptop note-taking in the class by capturing all possible variables of student learning, especially technology-relative variables.

Author Biographies

Yuxia Shi, Beijing Language and Culture University, Beijing, China

Yuxia Shi, First author,, a postgraduate majoring in linguistic studies and applied linguistics of foreign languages in Faculty of Foreign Studies at Beijing Language and Culture University, China. Familiar with research methods such as systematic literature review, empirical survey study, and quantitative analysis methods, she is currently interested in research on technology-enhanced education and second language acquisition. Email:; Mobile No.: 13758514510; Address: 15 Xueyuan Road, Haidian District, Beijing, China, 100083.

Zhonggen Yu, Beijing Language and Culture University, Beijing, China

Zhonggen Yu, Corresponding Author,, Professor (distinguished) and Ph.D. Supervisor in Department of English Studies, Faculty of International Studies, Beijing Language and Culture University, Research Fellow of Academy of International Language Services, Director of Center for Intelligent Language Education Research, National Base for Language Service Export, Ph.D. in English language, a dual Master-degree holder in applied linguistics and law, and a post-doctoral researcher in psycho-linguistics, has already published over 140 academic papers in distinguished journals based on rich teaching and research experiences. He is Research Fellow of Academy of International Language Services and Director of Center for Intelligent Language Education Research, National Base for Language Service Export. He is also Editorial Board Member of Technology, Pedagogy and Education, Editor in Chief of International Journal of Technology-Enhanced Education, Academic Editor of Education Research International, and Editorial Board Members of both Languages and Education Sciences. His research interest includes educational technologies, language attrition, and language acquisition.



19 Mar 2024