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

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.