An observational study of undergraduate students’ adoption of (mobile) note-taking software

Mobile learning is increasing in popularity, but not all university students have mobile devices to support it. Our study investigated cross-platform software that has the potential to allow education practitioners to provide mobile support to their students’ learning, while offering similar functionality to non-mobile users via more traditional computing platforms. Undergraduate students were trained in the use of multi-platform cloud-based note-taking software (Evernote), and used the software in independent study for 8 weeks. Data show adoption for a range of functions, particularly gathering and managing information, organisation and planning, and the recording of ideas. Multimedia functions were also adopted innovatively by some students. Use for reflection was rare. Non-adopters were in a minority, giving low utility appraisals and difficulty in changing habits as reasons. Subjective evaluations and recommendations showed that a majority of students felt positive about the software and found it quick and easy to use. Mobile and non-mobile users only differed on the number of locations in which they used the software, and the proportion of notes classified as ideas, both being higher in mobile users. The data provide decision support for education practitioners who wish to provide mobile learning to their students alongside traditional platforms.

► Undergraduate students used cloud-based note-taking software Evernote in independent study for 8 weeks. ► The software was liked, perceived as useful and recommended to other students by a majority of participants. ► The software was adopted for information management, organisation, and innovative multimedia functions. ► Non-mobile users valued and used the software similarly to mobile users, but the latter recorded more ideas. ► The study provides decision support to practitioners wishing to introduce mobile learning under practical constraints.