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Taking notes on laptops rather than in longhand is increasingly common. Many researchers have suggested that laptop note taking is less effective than longhand note taking for learning. Prior studies have primarily focused on students’ capacity for multitasking and distraction when using laptops. The present research suggests that even when laptops are used solely to take notes, they may still be impairing learning because their use results in shallower processing.
In three studies, we found that students who took notes on laptops performed worse on conceptual questions than students who took notes longhand. We show that whereas taking more notes can be beneficial, laptop note takers’ tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning.

The use of information technology (IT) in education carries risks and side effects, which are often overlooked or played down. In this paper, examples from the published literature are provided to demonstrate the down-side of IT in education: typing impairs reading and writing. Impaired reading and writing impairs learning and memory. IT leads to shallow processing, exemplified by the smaller amount of learning through the use of Google as compared to books, journals or newspapers. WLAN in lecture halls causes decreased student learning because of increased distraction. Finally, IT causes IT-addiction in a considerable number of students (up to almost 20%). In sum, the known risks and side effects of IT stand in marked contrast to the often claimed but largely unproven possible benefits. Educators and policy makers should take note.