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Abstract
We explore the effects of interfaces to take notes on problem solving and learning in a scientific discovery domain. In 2 experiments (1 correlational, 1 experimental), participants solved a series of 5 scientific reasoning problems in a computer environment. We provided some participants with access to an online notepad and found 3 main results: (a) Using the notepad helped participants solve the problems more accurately; (b) the benefits of using the notepad persisted after participants had stopped using it; and (c) participants who used the notepad for problem solving and self-explanation learned more, regardless of the type of notepad interface that was provided. Implications for learning systems with online notepads are discussed.
