The Importance of Cursive Handwriting Over Typewriting for Learning in the Classroom: A High-Density EEG Study of 12-Year-Old Children and Young Adults

Abstract

To write by hand, to type, or to draw – which of these strategies is the most efficient for optimal learning in the classroom? As digital devices are increasingly replacing traditional writing by hand, it is crucial to examine the long-term implications of this practice. High-density electroencephalogram (HD EEG) was used in 12 young adults and 12, 12-year-old children to study brain electrical activity as they were writing in cursive by hand, typewriting, or drawing visually presented words that were varying in difficulty. Analyses of temporal spectral evolution (TSE, i.e., time-dependent amplitude changes) were performed on EEG data recorded with a 256-channel sensor array. For young adults, we found that when writing by hand using a digital pen on a touchscreen, brain areas in the parietal and central regions showed event-related synchronized activity in the theta range. Existing literature suggests that such oscillatory neuronal activity in these particular brain areas is important for memory and for the encoding of new information and, therefore, provides the brain with optimal conditions for learning. When drawing, we found similar activation patterns in the parietal areas, in addition to event-related desynchronization in the alpha/beta range, suggesting both similarities but also slight differences in activation patterns when drawing and writing by hand. When typewriting on a keyboard, we found event-related desynchronized activity in the theta range and, to a lesser extent, in the alpha range in parietal and central brain regions. However, as this activity was desynchronized and differed from when writing by hand and drawing, its relation to learning remains unclear. For 12-year-old children, the same activation patterns were found, but to a lesser extent. We suggest that children, from an early age, must be exposed to handwriting and drawing activities in school to establish the neuronal oscillation patterns that are beneficial for learning. We conclude that because of the benefits of sensory-motor integration due to the larger involvement of the senses as well as fine and precisely controlled hand movements when writing by hand and when drawing, it is vital to maintain both activities in a learning environment to facilitate and optimize learning.

Effect of Handwriting on Visual Word Recognition in Chinese Bilingual Children and Adults

“…Children might benefit from longer handwriting experiences in those conditions. In addition, handwriting curved letters in comparison to the straight-line letters/characters might have different effects on the brain's visual-form areas (Ose Askvik et al, 2020). Finally, more fine-grained examination of the EEG before 170-ms post stimulus onset might also be considered (Woodman, 2010), as this might reveal an effect of handwriting on sensory processing (Pratt, 2011), word recognition (Hillyard et al, 1998), or visual discrimination (Vogel and Luck, 2000).…”

Off-The-Shelf Stylus: Using XR Devices for Handwriting and Sketching on Physically Aligned Virtual Surfaces

“…The resulting text production speed is reported to compare to typewriting outside XR, even for non-touch typists. However, neuroscientific research shows that the motor process of writing longhand is linked to more brain activity than typewriting (Ose Askvik et al, 2020). van der Meer and van der Weel (2017) aptly summarized a similar finding in their title as "Only Three Fingers Write but the Whole Brain Works".…”

Advantage of Handwriting Over Typing on Learning Words: Evidence From an N400 Event-Related Potential Index

“…Previous behavioral studies argued that the learning advantage of handwriting over typing is due to the motor-perception integration occurring during handwriting as handwriting movements facilitate the recognition of abstract graphic forms (Hulme, 1979;Naka and Naoi, 1995), letters (Longcamp et al, 2005(Longcamp et al, , 2006, and written words (Kiefer et al, 2015). This hypothesis has been supported by MRI (Longcamp et al, 2008) and EEG studies (Ose Askvik et al, 2020). In the MRI study, a greater activity in response to letters learned by handwriting, compared with those learned by typewriting, was observed in several brain regions involved in the execution, imagery, and observation of actions, such as the left Broca's area and bilateral inferior parietal lobules.…”