As matriculants sit for their final examinations, the study routine is well under way, but for learners still working through subjects, the question of how best to prepare remains.

For some, it is a desk covered in handwritten notes and highlighted pages, while for others, it is a laptop or tablet loaded with digital notes, videos, and online resources. So, when it comes to preparing for an exam, is paper really better than a screen?

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Dr Paula Hall and Warda Abrahams, from Emeris Online, say learners should look beyond what feels most comfortable and ask whether their chosen method is actually helping them learn. “The key phrase is ‘learn better’,” Hall said.

A learner might prefer studying from a screen, but that does not necessarily mean the information has been understood. Hall and Abrahams said a better test is whether learners can explain what they have studied in their own words, explain a concept to someone else, ask questions, or offer an opinion without simply repeating what they have read.

The subject being studied can also influence the approach. Digital resources can be useful across different subjects, but some tasks remain easier with pen and paper. Using economics as an example, Hall said interactive and visual online material can help learners understand concepts, while for calculations and the construction of graphs, nothing beats pen and paper.

While some subjects may lend themselves more naturally to digital studying, handwriting also has its place. Some learners find that physically rewriting information helps students remember it, while others prefer typing. Abrahams said the important thing is to make notes actively, whether they are handwritten or digital. “Selecting important ideas, making connections, explaining concepts, and testing understanding can all help learners engage with the work, rather than simply copying it.”

For those relying heavily on technology, however, there is a danger of spending more time preparing to study than actually studying. Watching study videos, reorganising digital notes, and searching for resources can become distractions if learners lose sight of what they are supposed to be learning.

Hall and Abrahams advised learners to set limits when looking for resources and to use digital tools to support their studying, rather than become the focus of it. They suggested beginning each session with a clear goal, working through manageable sections, and putting cell phones away when they become a distraction.

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One practical routine is to spend 10 minutes going through study notes before using 15 to 20 minutes to answer questions or apply the concept without looking back at the material.

With exams already under way, there is no single answer to the paper-versus-screen debate. For some matriculants, the best approach may be a combination of both: using digital resources to understand difficult concepts, then putting the screen aside and testing what they know on paper. “Find your purpose, find your reason,” said Abrahams.

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