Comparison of the Remembering Ability by the Difference Between Handwriting and Typeface

Ito, Risa; Hamano, Karin; Nonaka, Kosuke; Sugano, Ippei; Nakamura, Satoshi; Kake, Akiyuki; Ishimaru, Kizuku

doi:10.1007/978-3-030-50726-8_69

Cited by 3 publications

(3 citation statements)

References 5 publications

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“…This might be a first hint that using a handwritten font in educational settings can foster learning processes. In particular, when students are familiar with handwritten fonts (Ito et al, 2020) and if the degree of disfluency in handwritten fonts is rather low (Geller et al, 2018), handwritten fonts can foster learning. Since 5th and 6th graders often study with handwritten texts, disfluency through handwritten fonts can be effectively included in learning materials.…”

Section: Discussionmentioning

confidence: 99%

Is There a (Dis-)Fluency Effect in Learning With Handwritten Instructional Texts? Evidence From Three Studies

et al. 2021

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The disfluency effect postulates that intentionally inserted desirable difficulties can have a beneficial effect on learning. Nevertheless, there is an ongoing discussion about the emergence of this effect since studies could not replicate this effect or even found opposite effects. To clarify boundary effects of the disfluency effect and to investigate potential social effects of disfluency operationalized through handwritten material, three studies (N1 = 97; N2 = 102; N3 = 103) were carried out. In all three experiments, instructional texts were manipulated in terms of disfluency (computerized font vs. handwritten font). Learning outcomes and cognitive load were measured in all experiments. Furthermore, metacognitive variables (Experiment 2 and 3) and social presence (Experiment 3) were measured. Results were ambiguous, indicating that element interactivity (complexity or connectedness of information within the learning material) of the learning material is a boundary condition that determines the effects of disfluency. When element interactivity is low, disfluency had a positive effect on learning outcomes and germane processes. When element interactivity increases, disfluency had negative impacts on learning efficiency (Experiment 2 and 3) and extraneous load (Experiment 3). In contrast to common explanations of the disfluency effect, a disfluent font had no metacognitive benefits. Social processes did not influence learning with disfluent material as well.

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Section: Discussionmentioning

confidence: 99%

Is There a (Dis-)Fluency Effect in Learning With Handwritten Instructional Texts? Evidence From Three Studies

et al. 2021

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“…Besides that, the students mentioned that by handwriting, it was faster to note down as compared with digital notes. Ito et al (2020) anticipated that since typed letters are frequently difficult to read and do not have a consistent shape, handwriting would aid with memorization. The findings showed that handwritten characters have a higher likelihood of being remembered than fonts.…”

Section: Preferences On Types Of Notesmentioning

confidence: 99%

Towards Quality Education: Physical Notes VS Digital Notes in Health Expectancy, Eco-Friendly Environment and Notes Accessibility Conditions

Dzulkalnine,

Azman,

Sumardi

et al. 2023

IMBR

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Due to the pandemic of COVID-19, students have started using digital technology in learning and note-taking. However, for early adopters, this method might be challenging. Thus, this study objectively examines the preferences of students’ physical or digital note-taking styles. Convenience sampling among 125 students in Universiti Teknologi MARA (UiTM) Selangor branch, Puncak Alam Campus has been used as part of the methodology. Three main variables are selected in assessing the student’s preferences for notes based on the previous study which are Health Expectancy, Eco-Friendly Environment, and Notes Accessibility Conditions. The analysis done is descriptive statistics and correlation analysis using SPSS and SMARTPLS 4. The findings show that the students still prefer physical notes over digital notes. The percentage of preferences is almost the same, and it is expected that in the future the percentage of digital notes taking will shift from physical notes to digital notes. Notes accessibility condition is a significant variable while the other variables are not significant towards student’s preferences for notes. The students are still in the transition process from the era before the pandemic and the post-pandemic era. Thus, it is recommended that the learning style and note-taking style might adopt the combination of physical and digital notes.

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“…Time to practice for the IG was subsequently reduced by 58%. Participants were asked to make handwritten notes using their own words since this seems to aid with memorization [26][27][28][29]. Furthermore, the IG recorded their individual difficulties and corresponding solutions when performing the laparoscopic exercise.…”

Section: Study Design and Course Schedulementioning

confidence: 99%

Optimizing laparoscopic training efficacy by ‘deconstruction into key steps’: a randomized controlled trial with novice medical students

et al. 2022

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Background Simulator training is an effective way of acquiring laparoscopic skills but there remains a need to optimize teaching methods to accelerate learning. We evaluated the effect of the mental exercise ‘deconstruction into key steps’ (DIKS) on the time required to acquire laparoscopic skills. Methods A randomized controlled trial with undergraduate medical students was implemented into a structured curricular laparoscopic training course. The intervention group (IG) was trained using the DIKS approach, while the control group (CG) underwent the standard course. Laparoscopic performance of all participants was video-recorded at baseline (t0), after the first session (t1) and after the second session (t2) nine days later. Two double-blinded raters assessed the videos. The Impact of potential covariates on performance (gender, age, prior laparoscopic experience, self-assessed motivation and self-assessed dexterity) was evaluated with a self-report questionnaire. Results Both the IG (n = 58) and the CG (n = 68) improved their performance after each training session (p < 0.001) but with notable differences between sessions. Whereas the CG significantly improved their performance from t0 –t1 (p < 0.05), DIKS shortened practical exercise time by 58% so that the IG outperformed the CG from t1 -t2, (p < 0.05). High self-assessed motivation and dexterity associated with significantly better performance (p < 0.05). Male participants demonstrated significantly higher overall performance (p < 0.05). Conclusion Mental exercises like DIKS can improve laparoscopic performance and shorten practice times. Given the limited exposure of surgical residents to simulator training, implementation of mental exercises like DIKS is highly recommended. Gender, self-assessed dexterity, and motivation all appreciably influence performance in laparoscopic training.

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Comparison of the Remembering Ability by the Difference Between Handwriting and Typeface

Cited by 3 publications

References 5 publications

Is There a (Dis-)Fluency Effect in Learning With Handwritten Instructional Texts? Evidence From Three Studies

Is There a (Dis-)Fluency Effect in Learning With Handwritten Instructional Texts? Evidence From Three Studies

Towards Quality Education: Physical Notes VS Digital Notes in Health Expectancy, Eco-Friendly Environment and Notes Accessibility Conditions

Optimizing laparoscopic training efficacy by ‘deconstruction into key steps’: a randomized controlled trial with novice medical students

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