  Though recent technological advances have enabled note-taking through
different modalities (e.g., keyboard, digital ink, voice), there is still a
lack of understanding of the effect of the modality choice on learning. In this
paper, we compared two note-taking input modalities -- keyboard and voice -- to
study their effects on participants' learning. We conducted a study with 60
participants in which they were asked to take notes using voice or keyboard on
two independent digital text passages while also making a judgment about their
performance on an upcoming test. We built mixed-effects models to examine the
effect of the note-taking modality on learners' text comprehension, the content
of notes and their meta-comprehension judgement. Our findings suggest that
taking notes using voice leads to a higher conceptual understanding of the text
when compared to typing the notes. We also found that using voice also triggers
generative processes that result in learners taking more elaborate and
comprehensive notes. The findings of the study imply that note-taking tools
designed for digital learning environments could incorporate voice as an input
modality to promote effective note-taking and conceptual understanding of the
text.
