Handwritten notes in lectures foster higher-order thinking and conceptual understanding, outperforming typing in tests that require synthesis and deeper processing.

Typed notes tend to include more words and verbatim content, while handwriting encourages deeper engagement and better test performance on complex tasks.

Handwriting reflects higher-level engagement and conceptual processing, correlating with stronger knowledge-based outcomes.

Van der Weel and Van der Meer (2024) emphasize balancing handwriting and typing in digitally evolving classrooms, prioritizing handwriting proficiency first.

Educational guidance advocates knowing when to write by hand versus typing, given distinct cognitive and neural effects of each mode.

Early education should emphasize teaching handwriting, beginning with the tripod grip to build motor skills that support later cognitive development.

Claims are supported by references to key studies and related neuroscience literature.

Development of fine motor skills and the tripod grip underpin efficient narrative handwriting and long-term academic achievement.

Handwriting is a valuable cognitive tool that enhances critical and higher-order thinking and should be taught and practiced early.

The optimal balance between handwriting and typing depends on context and purpose, such as drafting long essays or managing large information loads.

Experts advise against fully replacing handwriting with typing; teach handwriting first and introduce typing after proficiency in handwriting tasks is established.

Neuroscience and educational research show handwriting activates broader brain networks tied to memory, language, and executive function, enhancing learning beyond transcription.