A recent study conducted by Cambridge University Press & Assessment in collaboration with Microsoft Research has revealed that traditional note-taking techniques significantly enhance students’ reading comprehension and retention compared to solely using artificial intelligence (AI) tools. The investigation involved 405 students aged 14-15 from seven different schools across England, focusing on topics from the UK’s national history curriculum.
Participants were divided into two groups for the study. One group utilized the AI model ChatGPT 3.5 Turbo to study one text, while they took notes on another. The second group also employed ChatGPT for one text but integrated note-taking for the other. A brief tutorial on using the AI was provided, allowing students to engage with the tool freely.
Three days post-experiment, students were assessed through unannounced questions on both texts to evaluate their understanding and retention of the material. The results indicated that students who took notes, whether independently or in conjunction with AI, demonstrated a better grasp of the information than those who relied solely on the AI.
Traditional Methods Remain Vital
Dr. Martina Kuvalja, a senior researcher at Cambridge, emphasized the importance of traditional learning methods, stating, “No pain, no gain – if you make your own notes, you’re probably going to remember what you’ve learned better than if someone – or something – summarises it for you.” Despite the effectiveness of note-taking, students reported that they found using AI chatbots enjoyable and expressed interest in incorporating LLM methods into their future studies.
Dr. Jake Hofman, Senior Principal Researcher at Microsoft Research, highlighted the potential for AI tools to complement traditional learning methods. He remarked, “Rather than viewing traditional learning techniques, like note-taking, and newer generative-AI approaches as competing alternatives, we should view them as complementary.” The findings suggest that AI can support students in clarifying, exploring, and contextualizing learning materials.
Implications for Education
The study, published in the journal Computers & Education, is among the first to conduct randomized classroom experiments assessing how large language models influence reading comprehension and retention. Such insights could inform future educational practices, suggesting that students should receive guidance on how to use AI constructively.
The National Literacy Trust reported that in 2025, approximately 60.9% of young people aged 13 to 18 utilized generative AI for homework assistance. Researchers plan to explore how various prompts, training, and classroom designs affect learning when students combine AI with traditional study techniques.
The growing integration of AI in education raises important questions about the balance between technology and traditional methodologies. As students increasingly turn to AI for assistance, understanding how these tools can be effectively utilized alongside established learning practices will be crucial for enhancing educational outcomes.
