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