New brain research in Norway indicates that choosing handwriting over keyboard use leads to better learning and memory retention.
A new study in 2020 conducted by Professor Audrey van der Meer and her team at NTNU reinforces the finding from 2017 that choosing handwriting over keyboard use leads to better learning and memory retention.
As some Norwegian schools have transitioned to fully digital environments, omitting handwriting training altogether, the importance of this issue becomes more pronounced. This research means would help safeguard the cognitive benefits associated with handwriting and maintain a balanced approach to learning and the national guidelines mandating a minimum level of handwriting education.
As the previous post about ''Why writing by Hand makes kids smarter'', let's continue to explore this study's insights into the brain's activity and the importance of handwriting training for children.
Introduction
With increasing digitalization, Norwegian children are reported to spend the most time online among 19 European countries. Norwegian children aged 9 to 16 spend nearly four hours online daily, double the amount from 2010.
"Some schools in Norway have become completely digital and skip handwriting training altogether... We risk having one or more generations lose the ability to write by hand...This would be a very unfortunate consequence” – Audrey van der Meer, a neuroscientist and professor at the Norwegian University of Science and Technology (NTNU)
In 2017, Van der Meer and her colleagues examined the brain activity of 20 students. And now in 2020, conducted brain activity investigations, using EEG technology, on twelve young adults and twelve children—the first study of its kind involving children.
The examinations lasted 45 minutes per participant, generating 500 data points per second.
The brain's electrical impulses, captured by the electrodes, reveal that handwritten notes facilitate the brain's ability to establish connections, as arrows, boxes, and keywords can be used to facilitate holistic understanding.
Handwriting offers the brain more anchors for memory recall.
Here below are some study's insights for your references:
#1 - Enhanced Brain Activity
Using electroencephalography (EEG), Van der Meer examined the brain activity of both young adults and children. The findings indicated that writing by hand triggered more extensive brain activity compared to typing on a keyboard. Handwriting engages the sensorimotor parts of the brain, stimulating various senses, such as touch, sight, and sound, which facilitate learning and memory formation. The process of physically writing by hand creates more connections within the brain, enhancing overall cognitive function.
#2 - Holistic Understanding and Memory Formation
Writing notes and drawing by hand enable the brain to perceive connections more effectively. By incorporating elements like arrows, boxes, and keywords, handwritten materials provide visual cues that aid in understanding and memorization. The act of handwriting offers the brain multiple "hooks" to anchor memories, resulting in improved learning outcomes. Although it may be slightly slower to write by hand, the effort invested in learning this skill is valuable for children's cognitive development.
"A lot of senses are activated by pressing the pen on paper, seeing the letters you write and hearing the sound you make while writing. These sense experiences create contact between different parts of the brain and open the brain up for learning.” – Audrey van der Meer, a neuroscientist and professor at the Norwegian University of Science and Technology (NTNU)
#3 - Balancing Digital Reality
In today's digital era, where children spend significant time online, it is essential to strike a balance between digital activities and handwriting. While digital learning has its advantages, handwriting training should not be neglected. A survey across 19 EU countries revealed that Norwegian children and adolescents spend the most time online, emphasizing the need to address excessive digital usage. Van der Meer stresses the importance of early-age drawing and writing challenges, particularly in school settings.
#4 - Urgent Need for National Guidelines
The potential consequence of increased digital activity is a generation that lacks the ability to write by hand. To prevent this, Professor Van der Meer advocates for the implementation of national guidelines ensuring that children receive a minimum level of handwriting training. Despite some schools fully adopting digital approaches and abandoning handwriting instruction, research consistently highlights the detrimental impact of overlooking this fundamental skill. National guidelines would help safeguard the cognitive benefits associated with handwriting and maintain a balanced approach to learning.
Conclusion
Writing by hand may be slower, but it is crucial for children to go through the initial challenging phase of learning it, asserts Professor Audrey van der Meer at NTNU. The results demonstrate that both young adults and children exhibit significantly greater brain activity when writing by hand compared to typing on a keyboard.
References
These studies below from Nordic countries provide further insights into the cognitive and educational benefits of writing by hand for children, including its impact on word recall, writing quality, spelling instruction, attention, and reading skills.
Elbæk, L., Madsen, K. H., & Madsen, J. Ø. (2015). Handwriting versus keyboard writing: Effect on word recall. Nordic Psychology, 67(4), 229-243.
Hagtvet, B. E., Løsnes, B., Lødding, B., & Solheim, O. J. (2017). The importance of handwriting skills for writing quality in primary school: A study in Norwegian 6th graders. Reading and Writing, 30(2), 403-424.
Hulme, C., & Joshi, R. M. (2009). Reading and spelling: Scandinavian and other orthographies. In R. M. Joshi, P. G. Aaron, & N. A. Joshi (Eds.), Handbook of orthography and literacy (pp. 349-366). Routledge.
Lehtonen, M., Mononen, R., & Aro, M. (2018). Handwriting and spelling instruction for young dyslexic writers: Teaching comparison between traditional and laptop-supported approaches. Annals of Dyslexia, 68(2), 123-144.
Mangen, A., Anda, L. G., & Oxborough, G. (2015). Relationships between attention, reading and physical activity: A cross-lagged panel design study in 9- to 16-year-olds. Scandinavian Journal of Educational Research, 59(2), 204-225.
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