The effect of education and learning using note-taking application

In recent years, in each stage of education from elementary to high school in Japan, the focus has been on teaching/learning programming. However, it cannot be said that all students are able to learn programming technology. Difficult problems exist in teaching programming because of differences in student achievement levels. These differences are found at the elementary and middle school levels of course, but are even more obvious at the high school level where courses begin to separate into humanities, science, and other fields. In existing note-taking practices, many effective learning methods have been shown in which teachers can explain note-taking methods effectively so that learners can learn how to take notes that they can easily read and understand. In our previous research, we reported our development of a teaching support system that enables students to redesign contents the teacher provides, whether on whiteboards or in projected slides. It enables students to freely revise the teacher's notes so that they can easily read and understand them. In this paper we show how the teaching and learning support system with a note-taking application we developed, as well as notes taken on paper, can be used to examine the effectiveness of note-taking in the teaching and learning of programming. Specifically, we describe experiments we carried out in which we compared cases where notes were not taken during actual lectures with cases where notes taken on paper were used.