Effects of note-taking on online lectures in terms of gaze allocation and amount of note-taking

This study aimed to clarify the relationship between note-taking behavior among students and their understanding of online lectures. The relationship between note taking in class and comprehension has been investigated in various ways. However, the role of note-taking in online lectures, which have become as important as in-person lectures, is not yet fully understood. In this study, we investigated the relationship between lecture comprehension and note-taking, especially in online lectures consisting of short videos, from the viewpoint of where students' gazes are allocated in the lecture video and amount of notes. It was revealed that the participants who scored high on the test spent less time watching the lecture video and more time taking notes. Analysis of the eye tracking records suggested that there was no clear relationship between where in the lecture video the students focused their attention and their test performance. In terms of the amount of time spent on the notes, there was a relationship between greater quantity and better test performance. However, when the amount of notes was measured by the number of characters, the relation between the quantity and the test score was not observed. These results suggest that it is better to examine the note-taking time to characterize online lecture comprehension.