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Related Experiment Video

Updated: Aug 6, 2025

An Assessment Method and Toolkit to Evaluate Keyboard Design on Smartphones

An Assessment Method and Toolkit to Evaluate Keyboard Design on Smartphones

Published on: October 5, 2020

Underlying functions associated with keyboarding performance of elementary-school students.

Nagham Gahshan-Haddad¹, Naomi Weintraub¹

¹The Neurodevelopmental Disabilities and Writing Research Laboratory, Faculty of Medicine, School of Occupational Therapy, Hebrew University of Jerusalem, Jerusalem, Israel.

Scandinavian Journal of Occupational Therapy

|March 17, 2023

Summary

Fourth-grade students

Keywords:

Typing cognitive motor primary-school reading

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Area of Science:

Occupational therapy
Educational psychology
Human factors engineering

Background:

Keyboarding is a crucial writing method in schools, necessitating occupational therapist expertise.
Limited understanding exists regarding elementary students' keyboarding abilities and underlying cognitive/motor skills.

Purpose of the Study:

Compare keyboarding speed and accuracy in 4th graders across copying and dictation tasks.
Investigate how underlying functions predict keyboarding performance.

Main Methods:

Assessed 57 4th-grade students from two elementary schools.
Evaluated reading speed, attention shifting, fine-motor skills, and kinaesthetic awareness.
Measured keyboarding performance in copying and dictation tasks.

Main Results:

Keyboarding performance varied between copying and dictation tasks.
Reading speed significantly predicted keyboarding performance in both task types.
Kinaesthetic awareness showed a slight negative correlation with dictation accuracy.

Conclusions:

Occupational therapists should use diverse tasks for keyboarding assessments.
Reading speed and kinaesthetic awareness are key factors influencing student keyboarding performance.
This understanding aids decisions on keyboarding as an alternative for students with handwriting challenges.