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However, there is a surprising lack of well-controlled studies examining this possibility, despite the widespread adoption of fidget toys and doodling exercises within classroom settings. Here we report two experiments (total\n                    <jats:italic toggle=\"yes\">N<\/jats:italic>\n                    \u2009=\u2009222) that assess the impact of doodling on boredom, attention, mind-wandering, and subsequent recall of auditory information. In Experiment 1, participants first listened to a 15-min section of a lecture known to induce boredom. Immediately thereafter they were asked to jot down important information from a short voicemail that they listened to while either doodling (adding shading to shapes) or doing nothing in between note-taking. In Experiment 2, participants listened to a 45-min section of the same lecture under one of four conditions: structured doodling (i.e., shade in shapes), unstructured doodling, note-taking, or listen-only. Thought probes assessed self-perceived levels of state boredom, mind-wandering, and attention throughout the lecture. Across studies, doodling neither reduced boredom or mind-wandering nor increased attention or retention of information compared with other conditions. In contrast, attention and test performance were highest (and boredom and mind-wandering lowest) for those focused solely on note-taking.\n                  <\/jats:p>","DOI":"10.1177\/17470218231222402","type":"journal-article","created":{"date-parts":[[2023,12,13]],"date-time":"2023-12-13T03:02:44Z","timestamp":1702436564000},"page":"1780-1796","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":4,"title":["Note-taking for the win: Doodling does not reduce boredom or mind-wandering, nor enhance attention or retention of lecture material"],"prefix":"10.1177","volume":"77","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6025-9618","authenticated-orcid":false,"given":"Emily Krysten","family":"Spencer-Mueller","sequence":"first","affiliation":[{"name":"Department of Psychology, University of Guelph, Guelph, ON, Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4338-7754","authenticated-orcid":false,"given":"Mark J","family":"Fenske","sequence":"additional","affiliation":[{"name":"Department of Psychology, University of Guelph, Guelph, ON, Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2024,1,11]]},"reference":[{"key":"e_1_3_2_2_1","doi-asserted-by":"crossref","unstructured":"Andrade J. 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