TY - GEN
T1 - Evaluation of Handwriting Skills in Children with Learning Difficulties
AU - Park, Wanjoo
AU - Korres, Georgios
AU - Tahir, Samra
AU - Eid, Mohamad
N1 - Publisher Copyright:
© 2019, Springer Nature Switzerland AG.
PY - 2019
Y1 - 2019
N2 - Many children have physical, cognitive, motor, and other limitations that influence their ability to develop handwriting skills. Recently, haptic technology is gaining rising interest as an assistive technologies to improve the acquisition of handwriting skills for children with learning difficulties. In this paper, we introduce a method and an experimental protocol to evaluate the quality of handwriting for children with learning difficulties. We developed a copy work task comprising four categories of handwriting tasks, namely numbers, letter, shapes, and emoticons (a total of 32 tasks, covering low to high complexity handwriting tasks). Results demonstrated that shapes are more difficult to learn than emoticons, even though emoticons are more complex to construct. This is probably due to the fact that children are more familiar with emoticons than abstract shapes. Findings in this study are crucial for developing a longitudinal experimental study to evaluate the effectiveness of various haptic guidance methods to improve learning outcomes for children with learning difficulties.
AB - Many children have physical, cognitive, motor, and other limitations that influence their ability to develop handwriting skills. Recently, haptic technology is gaining rising interest as an assistive technologies to improve the acquisition of handwriting skills for children with learning difficulties. In this paper, we introduce a method and an experimental protocol to evaluate the quality of handwriting for children with learning difficulties. We developed a copy work task comprising four categories of handwriting tasks, namely numbers, letter, shapes, and emoticons (a total of 32 tasks, covering low to high complexity handwriting tasks). Results demonstrated that shapes are more difficult to learn than emoticons, even though emoticons are more complex to construct. This is probably due to the fact that children are more familiar with emoticons than abstract shapes. Findings in this study are crucial for developing a longitudinal experimental study to evaluate the effectiveness of various haptic guidance methods to improve learning outcomes for children with learning difficulties.
KW - Drawing
KW - Handwriting
KW - Haptic
KW - Learning difficulty
KW - assistance
UR - http://www.scopus.com/inward/record.url?scp=85069669205&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85069669205&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-23563-5_13
DO - 10.1007/978-3-030-23563-5_13
M3 - Conference contribution
AN - SCOPUS:85069669205
SN - 9783030235628
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 150
EP - 159
BT - Universal Access in Human-Computer Interaction. Multimodality and Assistive Environments - 13th International Conference, UAHCI 2019, Held as Part of the 21st HCI International Conference, HCII 2019, Proceedings
A2 - Antona, Margherita
A2 - Stephanidis, Constantine
PB - Springer Verlag
T2 - 13th International Conference on Universal Access in Human-Computer Interaction, UAHCI 2019, held as part of the 21st International Conference on Human-Computer Interaction, HCI International 2019
Y2 - 26 July 2019 through 31 July 2019
ER -