Visual notetaking has gained prominence in education due to its benefits in capturing information effectively. However, there is limited research on the neural and cognitive mechanisms involved in this way of taking notes. Therefore, to fill this research gap, this within-subject experimental study aimed to use an electroencephalogram (EEG) to compare brain activity during visual and traditional text-based notetaking and to understand their impact on information retrieval among college students. In this study, 15 subjects completed two experimental conditions: Visual Notetaking (VN) and Text-based Notetaking (TN) after watching a video lecture. Brain signals were recorded while they observed the notes. Then, the subjects took a five-minute quiz based on the notes from both conditions. The EEG data analysis (N=14) found no statistically significant difference between the brainwave patterns of students exposed to visual and text-based notetaking, and no statistically significant differences were found regarding information retrieval for either notetaking method. Based on these findings, the cognitive processes involved in both methods were similar and equally effective for information retrieval. However, subtle variations in EEG signal measures suggested that text-based notetaking may lead to more fluctuating levels of engagement or attention. In contrast, visual notetaking led to slightly more consistent brainwave activity, especially in the Alpha band, which could indicate a more stable, focused, and receptive state of mind by some of the subjects. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]