أثر التدوين الرقمي مقابل الورقي للملاحظات في أثناء المحاضرات الجامعية على التحصيل الأكاديمي لطلاب الدراسات العليا في ضوء نظرية العقل الممتد
The study sought to explore the impact of the use of digital versus paper tools in taking direct notes of university lectures on academic achievement and explaining the reasons behind their use by learners in higher education in the light of the theory of the Extended Mind, which focuses on: confidence, stability, and ease of use. The study used a mixed methods approach that utilized academic achievement tests that were prepared by the researcher and semi-structured interviews. The study sample consisted of 20 students from higher education enrolled in Digital Skills program, and the results of the study showed the superiority of paper notetaking over its digital counterpart with statistically significant differences and an effect size of (0.64) in the direct post-academic achievement test, while the study did not find any statistically significant differences in the deferred academic achievement test. The study did not find any qualitative differences in the preferences of digital or paper notetaking as an extension of cognitive mental abilities, with emphasis on the relative impact of teaching methods and the surrounding educational environment on the student's preferences. The study recommended developing mechanisms for notetaking of university lectures in developing academic achievement related to direct measurement of outputs and enhancing students' attitudes in using their own learning tools that contribute to the development of their academic achievement in higher education using flexible teaching methods that consider students' tendencies and preferences. (Published abstract)