The competence to solve problems is of fundamental importance in software engineering and the broader field of computer science. The escape game Room-X provides participating students aged between 13 and 19 years with an opportunity to tackle such a problem using computer science knowledge and general problem-solving skills. The problem-solving task presented in the game is representative of those encountered in professional computer science practice, and thus affords a valuable opportunity to examine the problem-solving processes of learners in this domain. This study focuses on the role of note-taking in the problem-solving process of the participants. Following an analysis of the relevant literature, we conduct a structuring content analysis of the notes taken during the game and examine how these notes are integrated into the problem-solving process. The findings suggest that note-taking is often employed as a simple memory aid and sees only limited use as a tool for organizing the problem-solving process. The study underscores the importance of developing effective note-taking strategies in computer science education to address the challenge of effectively organizing the problem-solving process, given the central role of problem solving in this domain. These findings are contextualized within the framework of computer science education and are discussed in relation to their broader implications for general education.