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dc.contributor.authorFrangou, Satu-Maarit
dc.contributor.authorWikgren, Jan
dc.contributor.authorSintonen, Sara
dc.contributor.authorKairaluoma, Leila
dc.contributor.authorVasari, Pekka
dc.date.accessioned2019-11-08T11:24:40Z
dc.date.available2019-11-08T11:24:40Z
dc.date.issued2019
dc.identifier.citationFrangou, S.-M., Wikgren, J., Sintonen, S., Kairaluoma, L., & Vasari, P. (2019). The effect of writing modality on recollection in children and adolescents. <i>Research in Learning Technology</i>, <i>27</i>. <a href="https://doi.org/10.25304/rlt.v27.2239" target="_blank">https://doi.org/10.25304/rlt.v27.2239</a>
dc.identifier.otherCONVID_33376528
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/66281
dc.description.abstractWe 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.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherAssociation for Learning Technology
dc.relation.ispartofseriesResearch in Learning Technology
dc.rightsCC BY 4.0
dc.subject.otherhandwriting
dc.subject.otherkeyboarding
dc.subject.otherwriting instruction
dc.subject.otherrecollection
dc.titleThe effect of writing modality on recollection in children and adolescents
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201911084799
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineMonitieteinen aivotutkimuskeskusfi
dc.contributor.oppiainePsychologyen
dc.contributor.oppiaineCentre for Interdisciplinary Brain Researchen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn2156-7069
dc.relation.volume27
dc.type.versionpublishedVersion
dc.rights.copyright© 2019 S.-M. Frangou et al
dc.rights.accesslevelopenAccessfi
dc.subject.ysolapset (ikäryhmät)
dc.subject.ysokirjoittaminen
dc.subject.ysonuoret
dc.subject.ysomuisti (kognitio)
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p4354
jyx.subject.urihttp://www.yso.fi/onto/yso/p2512
jyx.subject.urihttp://www.yso.fi/onto/yso/p11617
jyx.subject.urihttp://www.yso.fi/onto/yso/p2607
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.25304/rlt.v27.2239
jyx.fundinginformationNo funding text.


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CC BY 4.0
Except where otherwise noted, this item's license is described as CC BY 4.0