Information retention is paramount to the education process. There is not a
single act in academia that does not require extensive information recall. Beginning
with the middle school grades, teachers increasingly rely on the lecture method of
instruction. Incidentally, the middle grades are a critical period in the instruction of
study skills as the students in that age range are developmentally ready to become
strategic learners.
Notable is a versatile tool that functions in varied note-taking environments.
Considerations for different learning styles and activities that aid in information
retention and recall are uniquely utilized throughout the application. This thesis
offers a framework for the development of Notable.
Ethnographic research was conducted on middle school students to gain
insight on their learning environments, including the classroom, lecture styles, notetaking
tools, organizational methods and social interactions among teachers and
classmates.
Quantitative research was conducted in the form of a survey. Over 70
participants submitted answers to questions revolving around achievement levels,
learning styles, tools, and study habits. Data synthesized from surveys informed the
construction of user personas and usage scenarios to help focus an iterative design
approach toward the development of a comprehensive note-taking application.