AUTHOR=Ihara Aya S. , Nakajima Kae , Kake Akiyuki , Ishimaru Kizuku , Osugi Kiyoyuki , Naruse Yasushi TITLE=Advantage of Handwriting Over Typing on Learning Words: Evidence From an N400 Event-Related Potential Index JOURNAL=Frontiers in Human Neuroscience VOLUME=15 YEAR=2021 URL=https://www.frontiersin.org/journals/human-neuroscience/articles/10.3389/fnhum.2021.679191 DOI=10.3389/fnhum.2021.679191 ISSN=1662-5161 ABSTRACT=

The growing implementation of digital education comes with an increased need to understand the impact of digital tools on learning. Previous behavioral studies have shown that handwriting on paper is more effective for learning than typing on a keyboard. However, the impact of writing with a digital pen on a tablet remains to be clarified. In the present study, we compared learning by handwriting with an ink pen on paper, handwriting with a digital pen on a tablet, and typing on a keyboard. Behavioral and electroencephalographic indices were measured immediately after learning with each writing tool. The moods of the subjects during the training were also assessed. The participants were divided according to their use of digital pen in their everyday lives, allowing us to take into account the effect of the familiarity with the digital pen on the learning process (familiar group vs. unfamiliar group). We performed an EEG experiment applying a repetition priming paradigm. In each trial, a learned foreign language word (prime word) and a mother tongue word (target word) were consecutively presented. The target word was either semantically identical to the prime word (repetitive condition) or different (non-repetitive condition). We assumed that a larger priming effect on N400 reflects larger learning progress. The familiar group showed a greater N400 priming effect for words learned with the digital or ink pen than those learned with the keyboard. The unfamiliar group showed the greater N400 priming effect for words learned with the ink pen compared with words learned by typing. In addition, positive mood during learning was significantly higher during handwriting than during typing, regardless of the groups. On the other hand, the behavioral indices were not influenced by the writing tool. These results suggest that the movements involved in handwriting allow a greater memorization of new words. The advantage of handwriting over typing might also be caused by a more positive mood during learning. Finally, our results show that handwriting with a digital pen and tablet can increase the ability to learn compared with keyboard typing once the individuals are accustomed to it.