Use of handwriting recognition technologies in tablet-based learning modules for first grade education

Yanıkoğlu, Berrin; Göğüş, Aytaç; Inal, Emre

doi:10.1007/s11423-017-9532-3

Cited by 13 publications

(13 citation statements)

References 33 publications

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“…Furthermore, Dewi et al (2018) developed a Javanese script learning application for Indonesian elementary age children, which made script learning easy to understand and engage with. Similarly, Yanikoglu et al (2017) revealed that tablet-based learning supplemented by handwriting recognition and automatic evaluation was more preferred among first-graders compared to paper-based learning.…”

Section: Introductionmentioning

confidence: 96%

A Comparison of Social Robot to Tablet and Teacher in a New Script Learning Context

et al. 2020

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This research occurred in a special context where Kazakhstan's recent decision to switch from Cyrillic to the Latin-based alphabet has resulted in challenges connected to teaching literacy, addressing a rare combination of research hypotheses and technical objectives about language learning. Teachers are not necessarily trained to teach the new alphabet, and this could result in a challenge for children with learning difficulties. Prior research studies in Human-Robot Interaction (HRI) have proposed the use of a robot to teach handwriting to children (Hood et al., 2015; Lemaignan et al., 2016). Drawing on the Kazakhstani case, our study takes an interdisciplinary approach by bringing together smart solutions from robotics, computer vision areas, and educational frameworks, language, and cognitive studies that will benefit diverse groups of stakeholders. In this study, a human-robot interaction application is designed to help primary school children learn both a newly-adopted script and also its handwriting system. The setup involved an experiment with 62 children between the ages of 7-9 years old, across three conditions: a robot and a tablet, a tablet only, and a teacher. Based on the paradigm-learning by teaching-the study showed that children improved their knowledge of the Latin script by interacting with a robot. Findings reported that children gained similar knowledge of a new script in all three conditions without gender effect. In addition, children's likeability ratings and positive mood change scores demonstrate significant benefits favoring the robot over a traditional teacher and tablet only approaches.

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Section: Introductionmentioning

confidence: 96%

A Comparison of Social Robot to Tablet and Teacher in a New Script Learning Context

et al. 2020

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“…Teachers can use interesting and innovative modules to improve student learning outcomes. Like the research conducted by Yanikoglu, B., Gogus, A., & Inal, E. (2017) revealed that module learning can help students participate effectively in classroom learning activities and provide flexibility in the learning process. In addition, the module can be used to study independently or individually because the module contains goals, instructions, reading material, answer keys, and evaluation tools (Ruffi, 2015: 19).…”

Section: Introductionmentioning

confidence: 94%

Development of Problem Based Writing Learning Module

Firdaus¹,

Atmazaki²,

Basri³

2019

Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018)

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This study aims to explain the validity and effectiveness of the module in writing the text of the observation report that was developed based on PBL principles for grade VII students of junior high school. This study follows the 4D model starting from define, design, develop, and disseminate. The validation of the learning module was carried out by four experts (material, presentation, language, and graphics) using validation sheets and trials carried out in class VII 22 Kerinci Junior High School (22 students) using the learning outcomes test and questionnaire. The results of this study indicate that the instructional material developed is declared valid in terms of the feasibility of content, presentation, linguistics, and graphics that are very valid and effective as indicated by student learning outcomes. Based on the results of the analysis and discussion, it can be concluded that the learning module writing the text of the observation report is suitable for use in learning writing skills. It is expected that this writing learning module can overcome the limited sources of learning to write in junior high school.

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“…Haßler et al included only studies in which tablets had been successfully introduced but noted that in several cases implementation was unsuccessful due to factors such as poor project management or technological problems. Yanikoglu et al (2017) found that tablets motivated primary school pupils to improve their handwriting but increased teachers' workload cf. Vrasidas (2015) finding that digital tools slowed the teaching process.…”

Section: Tablet Computers In Educationmentioning

confidence: 99%

Introducing tablet computers to a rural primary school: An Activity Theory case study

Al-Huneini

Walker

Badger

2020

Computers & Education

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This paper reports on a case study investigating the introduction of tablet computers into a rural primary school in Oman. The school is unusual in that it is in an economically-disadvantaged, mountainous region which is prone to flooding. There is little infrastructure, with no internet and there is a high turnover of staff. The project to introduce tablets was a personal initiative of the head teacher who needed to convince the Ministry of Education, her staff and parents of the pupils. The study used Activity Theory to explore the introduction of the tablet computers, seeing the school and the classrooms as Activity Systems. The Activity Theory analysis made it possible to see how changing one aspect of an Activity System, by introducing new mediational tools, affected the agents, the community, the rules and the division of labour. The study found that the tablets changed the working culture of staff in the project and the behaviour and responsibilities of the pupils.The significance of the study lies in the fact that the school was such an unlikely setting for such an innovation and the consequent effects such as staff collaboration and partnership between teachers and pupils -which might have been standard practice in an affluent urban setting -constituted radical changes in the culture of the school and classrooms. The study also innovates in the use of Activity Theory to examine all components of the System in order to understand the unexpected impacts of an innovation such as tablet computers in education.

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Use of handwriting recognition technologies in tablet-based learning modules for first grade education

Cited by 13 publications

References 33 publications

A Comparison of Social Robot to Tablet and Teacher in a New Script Learning Context

A Comparison of Social Robot to Tablet and Teacher in a New Script Learning Context

Development of Problem Based Writing Learning Module

Introducing tablet computers to a rural primary school: An Activity Theory case study

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