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Research at St Andrews

Digital pen technology’s suitability to support handwriting learning

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Author(s)

Anne-Marie Mann, Uta Hinrichs, Aaron John Quigley

School/Research organisations

Abstract

While digital technology is entering today’s classrooms and learning environments, handwriting remains taught primarily using regular pencil and paper. In our research we explore the potential of digital writing tools to augment the handwriting process while preserving its cognitive benefits. In particular, we are interested in (1) how the characteristics of digital writing tools influence children’s handwriting experience and quality, compared to regular pencil and paper and (2) what kind of feedback may be beneficial to digitally augment the handwriting process and how this can be integrated into handwriting technology. He were describe findings of a study we conducted at a primary school to investigate how existing digital pens (iPad and stylus, WACOM tablet, and Livescribe pen) affect children’s handwriting quality and the handwriting experience. As part of this we discuss our methodology on evaluating handwriting quality, an inherently subjective activity. Furthermore, we outline the potential design space that digital writing tools open up when it comes to augmenting the handwriting process to facilitate learning.
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Details

Original languageEnglish
Title of host publicationWIPTTE 2014 The Eighth Workshop on the Impact of Pen and Touch Technology on Education
Number of pages9
Publication statusPublished - 12 Mar 2014
EventWIPTTE 2014 Workshop on the Impact of Pen and Touch Technology in Education - Texas A&M University, College Station, Texas, United States
Duration: 12 Mar 201415 Mar 2014

Workshop

WorkshopWIPTTE 2014 Workshop on the Impact of Pen and Touch Technology in Education
Country/TerritoryUnited States
CityCollege Station, Texas
Period12/03/1415/03/14

    Research areas

  • Digital pens, Children, Handwriting process, Evaluation

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ID: 199262535

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