Student Note-Taking in Narrative-Centered Learning Environments: Individual Differences and Learning Effects

Abstract

Note-taking has a long history in educational settings. Previous research has shown that note-taking leads to improved learning and performance on assessment. It was therefore hypothesized that note-taking could play an important role in narrative-centered learning. To investigate this question, a note-taking facility was introduced into a narrative-centered learning environment. Students were able to use the facility to take and review notes while solving a science mystery. In this paper we explore the individual differences of note-takers and the notes they take. Finally, we use machine learning techniques to model the content of student notes to support future pedagogical adaptation in narrative-centered learning environments.KeywordsIntelligent Tutoring SystemAvoidance GoalDigital StorytellingContemporary Educational PsychologyStudent NoteThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.