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Computer-assisted handwriting instruction and visual/kinaesthetic feedback processes.

M Lally

    Applied Research in Mental Retardation
    |January 1, 1982
    PubMed
    Summary
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    Computer-assisted handwriting exercises improve skills in mentally retarded children. These exercises help internalize control of letter formation, surpassing traditional methods.

    Area of Science:

    • Educational Psychology
    • Human-Computer Interaction
    • Special Education

    Background:

    • Handwriting is a complex skill requiring external control that becomes internalized with practice.
    • Traditional teaching methods may not fully support the development of handwriting skills.
    • Computer-assisted instruction offers potential advantages for skill acquisition.

    Purpose of the Study:

    • To evaluate the effectiveness of computer-assisted handwriting exercises for mentally retarded children.
    • To compare computer-assisted methods with conventional teaching techniques.
    • To investigate the role of external versus internal control in skill acquisition.

    Main Methods:

    • Nine mentally retarded school children participated in a four-week training program.

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  • Handwriting samples of lower-case alphanumeric characters were collected.
  • Computer-assisted exercises were designed to gradually transfer control of letter formation.

    • Main Results:

    • Significant improvements in handwriting ability were observed.
    • The greatest gains occurred when exercises promoted the transfer of control from computer cues to internal regulation.
    • Effectiveness was linked to the gradual internalization of skill control.

    Conclusions:

    • Computer-assisted handwriting exercises are advantageous for improving handwriting skills in this population.
    • The gradual internalization of control through guided practice is key to skill acquisition.
    • This approach supports the development of skilled behavior in learners with special needs.