Exploring the effectiveness of a mobile writing application for supporting handwriting acquisition of students with dysgraphia

Abstract

, 171 pages Handwriting is one of the most important and essential skills for both literacy and beyond. However, some students may have difficulty in writing. Dysgraphia, expressed as the disorder of written expression, is the state of writing skills being below the expected level of intelligence, age, and education of the student. The main purpose of the study is to examine the effectiveness of the mobile writing application for students with dysgraphia and to determine whether there is an improvement in writing skills of the students after using this application. A mixed method design was employed in this study. 11 students with dysgraphia were participated to the study. To sum up, the results of this study revealed: 1) Experts' views before the quasiexperimental design were very positive. The aspects need to be improved were modified before the experiment. 2) The mobile writing application contributed to acquire writing skills (letter, spells, and words) for students with dysgraphia. 3) Students' percentages of on-task durations were in a range of 80% and 100%. When the writing speed of students session by session were examined, there was an increase in all of them. The correct attempts of the students were increased session by session vi and the number of incorrect attempts decreased. The line violation of the students tended to decrease session by session. The frequency of the third-degree clue tends to decrease the session by session while the other clue types seem to be at the same level or tend to increase 4) Special education teachers' views were positive about mobile writing application.

Remote learning through a mobile application in gifted education

“…They found that mobile apps might be a reliable option for students with disabilities who cannot afford assistive technologies. Hopcan and Tokel (2021) used a mobile writing app with students with dysgraphia. The results indicated that the use of a mobile app increased the students’ on-task duration and helped with their writing skills.…”

A Sequential Handwriting Recognition Model Based on a Dynamically Configurable CRNN

“…In this context, many systems and mobile applications have been developed to perceive and comprehend their visual surroundings using handwritten text recognition techniques [2][3][4][5]. The goal of these systems is to read street signs and allow easier automated navigation [6,7], search and index a large number of images or videos on the Internet [8][9][10], detect product labels for autonomous stores [11] or help in real-time text recognition of translations on smartphones [12].…”

The Views of Special Education Teachers about a Mobile Writing Application

“…The main purpose of this study is to reveal the views of special education teachers on a mobile writing application after its use. Previous studies have developed a mobile writing application (Hopcan et al, 2019) and examined its effectiveness (Hopcan & Tokel, 2021). In this current study, a qualitative method was used to reveal the views of special education teachers on the mobile writing application after its use.…”

“…It is recommended to be used in the education of students with writing disabilities. In another study, a mobile writing application was developed (Hopcan et al, 2019) and its effectiveness was examined (Hopcan & Tokel, 2021). There was an improvement in students' writing skills after using this application (Hopcan & Tokel, 2021).…”

“…In another study, a mobile writing application was developed (Hopcan et al, 2019) and its effectiveness was examined (Hopcan & Tokel, 2021). There was an improvement in students' writing skills after using this application (Hopcan & Tokel, 2021). This study explores the views of special education teachers whose students participated in the experimental study.…”