A1 Journal article (refereed)
The effect of writing modality on recollection in children and adolescents (2019)
Frangou, S.-M., Wikgren, J., Sintonen, S., Kairaluoma, L., & Vasari, P. (2019). The effect of writing modality on recollection in children and adolescents. Research in Learning Technology, 27. https://doi.org/10.25304/rlt.v27.2239
JYU authors or editors
Publication details
All authors or editors: Frangou, Satu-Maarit; Wikgren, Jan; Sintonen, Sara; Kairaluoma, Leila; Vasari, Pekka
Journal or series: Research in Learning Technology
ISSN: 2156-7069
eISSN: 2156-7077
Publication year: 2019
Volume: 27
Publisher: Association for Learning Technology
Publication country: United Kingdom
Publication language: English
DOI: https://doi.org/10.25304/rlt.v27.2239
Publication open access: Openly available
Publication channel open access: Open Access channel
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/66281
Abstract
We set out to assess the extent to which writing modality affects recollection in children and adolescents. We examined 10- to 11-year-old children’s (N = 63) and 16-year-old adolescents’ (N = 43) handwriting, keyboarding with a laptop computer and keyboarding with a touchscreen tablet computer or mobile phone in a within-subjects experimental design. Participants were instructed to write down stories dictated to them in the three writing modalities. Recollection of the stories was assessed using free recall of details in the stories. The results indicate that the writing modality affects recollection, handwriting leading to better recollection. However, currently, digital writing tools are inundating classrooms and workplaces around the globe, making their competent use a necessity in today’s world. For example, in Finland, students are obligated to use a laptop in upper secondary education and in the national final examination. In light of the results, we highlight the importance of balancing the instruction and practice of different writing modalities. Given the limitations of this study, we suggest conducting a larger-scale study and further research on the educational and cognitive implications of using and learning to write using multiple writing modalities.
Keywords: memory (cognition); writing; children (age groups); young people
Free keywords: handwriting; keyboarding; writing instruction; recollection
Contributing organizations
Ministry reporting: Yes
Reporting Year: 2019
JUFO rating: 1