> Hard to tune out of a lecture when you are literally writing everything down, at speed.
Hard to actually consume the contents of a lecture when you are frantically trying to reproduce a powerpoint slide and transcript of what someone is saying in real time.
> Hard to actually consume the contents of a lecture when you are frantically trying to reproduce a powerpoint slide and transcript of what someone is saying in real time
I would postulate that for the majority of people, in the majority of learning situations, writing out notes could (should?) be an integral part of consuming the contents of a lecture.
There's a 2021 paper from the University of Tokyo entitled "Paper Notebooks vs. Mobile Devices: Brain Activation Differences During Memory Retrieval"[0] which is worth reading.
NB: this obviously won't (can't) work for everyone.
I would postulate that for the majority of people, in the majority of learning situations, listening, consciously should be an integral part of consuming the contents of a lecture.
Making a hand written transcript of every word said - like a court stenographer is not necessarily listening or consuming the things said, especially when they are new or challenging concepts that require the student to apply some critical thinking or form connections with other knowledge.
I think an important addendum here is that the environment of a lab, and the environment of an uncontrolled classroom are different. So it's entirely possible that the actual real-world effects might be even more different than what we see here. While I agree that the effect of writing is well documented, I still find that the external factors around the act of writing get in the way of properly tapping into that added benefit.
Hard to actually consume the contents of a lecture when you are frantically trying to reproduce a powerpoint slide and transcript of what someone is saying in real time.