Use of handwriting recognition technologies in tablet-based learning modules for first grade education

Yanıkoğlu, Berrin and Göğüş, Aytaç and İnal, Ali Emre (2017) Use of handwriting recognition technologies in tablet-based learning modules for first grade education. Educational Technology Research and Development, 65 (5). pp. 1369-1388. ISSN 1042-1629 (Print) 1556-6501 (Online)

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Learning through modules on a tablet helps students participate effectively in learning activities in classrooms and provides flexibility in the learning process. This study presents the design and evaluation of an application that is based on handwriting recognition technologies and e-content for the developed learning modules. The application aims to support the handwriting learning process in first grade and provides an efficient interface to the learning modules through the natural form of handwriting input. The learning modules consist of handwriting and arithmetic modules, which were deemed to benefit most from the use of handwriting recognition technologies. The developed e-content was designed to be used in the evaluations of the developed application, rather than being a complete set of exercises. Among the main findings were that the majority of the children in the two evaluations were visibly motivated to use the application for doing exercises and preferred using the tablet over pen–paper, while teachers were concerned about the extra work associated with preparing questions in the new medium. Reflections from the design of the application and students’ and teachers’ perceptions and teachers’ observations in two separate evaluations are presented with related recommendations.
Item Type: Article
Uncontrolled Keywords: Instructional design; Handwriting recognition technologies; E-content development; Tablet; First grade
Divisions: Faculty of Engineering and Natural Sciences > Academic programs > Computer Science & Eng.
Faculty of Engineering and Natural Sciences
Depositing User: Berrin Yanıkoğlu
Date Deposited: 06 Sep 2018 16:27
Last Modified: 26 Apr 2022 10:00

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