The relevance of handwriting in technology-dominated university classrooms

Abstract

The digitalization of university classrooms has transformed teaching and learning practices, but it has also generated unintended effects such as distraction, verbatim transcription, and reduced cognitive elaboration. The aim of this study was to analyze the pedagogical relevance of handwriting compared to intensive use of digital devices, considering its impact on students’ retention, attention, and conceptual organization. A mixed-methods, quasi-experimental design was implemented, comparing two groups of university students: one using handwritten notes and another using digital devices. Immediate and delayed comprehension tests, a note-quality rubric, distraction questionnaires, and semi-structured interviews were applied. Results indicate that handwriting promotes deeper encoding, greater content retention, stronger conceptual organization, and lower levels of distraction. It is concluded that handwritten note-taking remains a relevant pedagogical strategy and that its integration into hybrid models may strengthen meaningful learning in highly digitalized university contexts.