A study found out that the act of handwriting can enhance spelling precision and memory retention.
Published Jan 29, 2024 | 8:00 AM ⚊ Updated Jan 29, 2024 | 8:00 AM
Their findings demonstrate the need to give students the opportunity to use pens, rather than having them type during class. (Creative Commons)
As technology continues to replace traditional tools like pen and paper, the practice of handwritten note-taking is becoming less prevalent in educational institutions. Opting for a keyboard is often favoured due to its efficiency compared to manual writing.
Nevertheless, a study has found that the act of writing by hand can enhance spelling precision and memory retention.
In an effort to explore whether manual letter formation contributes to increased brain connectivity, researchers in Norway delved into the neural networks associated with both handwriting and keyboard typing.
“We show that when writing by hand, brain connectivity patterns are far more elaborate than when typewriting on a keyboard,” Prof Audrey van der Meer, a brain researcher at the Norwegian University of Science and Technology and co-author of the study published in Frontiers in Psychology, said in a statement.
“Such widespread brain connectivity is known to be crucial for memory formation and for encoding new information and, therefore, is beneficial for learning,” she added.
The researchers collected EEG data from 36 university students who were repeatedly prompted to either write or type a word that appeared on a screen.
When writing, they used a digital pen to write in cursive directly on a touchscreen. When typing, they used a single finger to press keys on a keyboard.
High-density EEGs, which measure electrical activity in the brain using 256 small sensors sewn in a net and placed over the head, were recorded for five seconds for every prompt.
Connectivity of different brain regions increased when participants wrote by hand, but not when they typed.
“Our findings suggest that visual and movement information obtained through precisely controlled hand movements when using a pen contribute extensively to the brain’s connectivity patterns that promote learning,” said van der Meer.
In the experiment, participants were restricted to using only one hand, specifically the index finger, as opposed to the typical use of both hands and all fingers during typing.
“Typing involves a limited range of motion, with keys pressed using a single finger in an up-and-down motion. On the contrary, handwriting allows for a broader range of movements. Holding the pen and paper requires coordination, and each letter involves various directional movements — up, down, left, right, and even in cursive writing,” consultant neurologist at Apollo Hospital in Hyderabad Dr Sudhir Kumar told South First.
He said that while typing often becomes automatic, with users relying on muscle memory and not needing to visually confirm key locations, handwriting demands constant visual attention. The eyes must remain focused on the paper to ensure proper alignment and formation of letters in a straight line.
“The study concludes that writing, due to its intricate movements and the need for continuous visual attention, engages more parts of the brain compared to the simpler and more automated process of typing. Electroencephalogram (EEG) readings supported this observation,” said Dr Sudhir Kumar.
Although the participants used digital pens for handwriting, the researchers said that the results are expected to be the same when using a real pen on paper.
“We have shown that the differences in brain activity are related to the careful forming of the letters when writing by hand while making more use of the senses,” van der Meer explained. Since it is the movement of the fingers carried out when forming letters that promote brain connectivity, writing in print is also expected to have similar benefits for learning as cursive writing.
On the contrary, the simple movement of hitting a key with the same finger repeatedly is less stimulating for the brain.
“This also explains why children who have learned to write and read on a tablet, can have difficulty differentiating between letters that are mirror images of each other, such as ‘b’ and ‘d’. They literally haven’t felt with their bodies what it feels like to produce those letters,” van der Meer said.
Although the study did not explicitly establish a link between using more brain regions (such as the parietal lobes and central brain regions) and improved learning and memory, the authors suggest that such extrapolation could be plausible.
They propose that engaging a broader range of brain functions may contribute to enhanced learning and memory, though this remains speculative and requires further research for validation.
“Certainly, with the increasing reliance on digital and technological services, there has been a shift towards typing and away from traditional writing. The concern arises, especially in the context of children, about whether this shift is detrimental to their learning and memory skills,” said Dr Sudhir Kumar.
Their findings demonstrate the need to give students the opportunity to use pens, rather than having them type during class, the researchers said.
Guidelines to ensure that students receive at least a minimum of handwriting instruction could be an adequate step. For example, cursive writing training has been re-implemented in many US states at the beginning of the year.
At the same time, it is also important to keep up with continuously developing technological advances, they cautioned. This includes awareness of what way of writing offers more advantages under which circumstances.
“There is some evidence that students learn more and remember better when taking handwritten lecture notes, while using a computer with a keyboard may be more practical when writing a long text or essay,” van der Meer concluded.
“From a practical standpoint, the ease of obtaining information today is unparalleled. Unlike the past, where one had to consult books, libraries, or knowledgeable individuals for information, now the internet provides answers within seconds. This has changed the dynamic of memorization and learning. The need to memorise vast amounts of information has diminished with the advent of technology,” said Dr Sudhir Kumar.
He pointed out that in fields like medicine, for example, the reliance on memory has decreased. Doctors today can quickly access information online to verify details or provide accurate advice in real-time. The emphasis has shifted from rote memorization to the ability to efficiently use available information and analyse it effectively.
The convenience, accuracy, and long-term storage capabilities of digital systems make them increasingly prevalent.
“While the focus on improving handwriting may not be as relevant in this digital age, the overarching recommendation is to participate in activities that challenge and engage the brain. So our perspective should extend to the broader spectrum of brain engagement, encouraging activities such as playing musical instruments, learning new skills like tennis, and solving challenging crosswords rather than passive activities like watching TV, where the brain is less engaged,” said Dr Sudhir Kumar.
