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Does modifying visual feedback facilitate learning to write new pseudoletters?

Jean-François Connan1, Marianne Jover2, Alexandrine Saint-Cast3

  • 1Aix Marseille Univ, PSYCLE, Aix-en-Provence, France; Aix Marseille Univ, CNRS, LNC, Marseille, France; ISRP, Marseille, France.

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|December 14, 2022
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Summary

This study shows that modifying visual feedback during handwriting learning enhances writing speed and fluency. This technique improved learning of new pseudoletters without sacrificing accuracy in adults.

Keywords:
DigitalGraphonomicsHandwritingMotor learningVisual feedback

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Area of Science:

  • Motor control
  • Cognitive psychology
  • Educational neuroscience

Background:

  • Handwriting acquisition involves integrating visual and proprioceptive feedback.
  • Learners shift from visual trace monitoring to predictive motor control as they become proficient.

Purpose of the Study:

  • To investigate how altering visual feedback (trace deletion/addition) impacts handwriting kinematics during learning.
  • To assess the efficacy of modified visual feedback in a new handwriting learning task.

Main Methods:

  • Twenty-four adults learned novel pseudoletters using their non-dominant hand on a touchscreen tablet.
  • Participants experienced modified visual feedback (partial trace deletion or supplementary information) for half the pseudoletters and standard feedback for the other half.

Main Results:

  • Pseudoletters learned with modified visual feedback were produced faster and more fluently.
  • No significant reduction in spatial accuracy was observed with the modified feedback conditions.

Conclusions:

  • Modifying visual feedback during the learning process can accelerate and improve handwriting fluency in adults.
  • This approach shows promise for enhancing handwriting acquisition, with potential applications for children.