The purpose of this study is to clarify whether there is a learning effect on brain activity after writing with an ink pen vs. a digital pen. Previous studies have reported the superiority of handwriting to typing in terms of learning performance, but differences between the use of an ink pen vs. a digital pen remain unclear. In the present study, the participants learned to read difficult words by writing with an ink pen vs. a digital pen. After the learning period, electroencephalography (EEG) signals were measured, while the participants underwent a repetition priming paradigm with the use of the learned words. The repetition priming effect of the N400 event-related potential (ERP) was quantified as an index of the learning effect and the effects between pen types were compared. The groups were also subdivided according to whether a digital pen is frequently used (familiar vs. unfamiliar group). The number of writing repetitions for each word within 10 min during the learning activity and the post-learning test scores were not affected by the pen-type or familiarity with a digital pen. However, the repetition priming effect of the N400 was greater for words written with a digital pen in the learning session, as compared with an ink pen, in the familiar group, but not the unfamiliar group. These results suggest that for those familiar with its use, writing with a digital pen may improve learning relative to the use of an ink pen.
Differences in Brain Activity After Learning With the Use of a Digital Pen vs. an Ink Pen—An Electroencephalography Study
Kiyoyuki Osugi,A. Ihara,Kae Nakajima,Akiyuki Kake,Kizuku Ishimaru,Y. Yokota,Y. Naruse
Published 2019 in Frontiers in Human Neuroscience
ABSTRACT
PUBLICATION RECORD
- Publication year
2019
- Venue
Frontiers in Human Neuroscience
- Publication date
2019-08-09
- Fields of study
Medicine, Psychology
- Identifiers
- External record
- Source metadata
Semantic Scholar, PubMed
CITATION MAP
EXTRACTION MAP
CLAIMS
CONCEPTS
- digital pen
A pen-like digital writing device used during the learning session to write difficult words.
Aliases: digital-pen
- electroencephalography
A brain-recording technique used to measure participants' neural activity after learning.
Aliases: EEG
- familiar group
Participants who frequently used a digital pen and were analyzed separately from unfamiliar users.
Aliases: digital-pen-familiar group
- ink pen
A conventional ink-based pen used as the comparison writing tool during the learning session.
Aliases: pen with ink
- n400 event-related potential
An EEG-derived event-related potential component analyzed during the repetition priming task.
Aliases: N400 ERP, N400
- number of writing repetitions
The count of times each word was written within the 10-minute learning period.
Aliases: writing repetitions
- post-learning test scores
Scores from the assessment administered after the learning period to evaluate word learning.
Aliases: test scores after learning
- repetition priming effect
The difference in N400 responses between repeated and initial word presentations used as the learning-effect index.
Aliases: priming effect
- repetition priming paradigm
The post-learning task in which the learned words were presented repeatedly while brain activity was recorded.
Aliases: priming paradigm
- unfamiliar group
Participants who did not frequently use a digital pen and were analyzed separately from familiar users.
Aliases: digital-pen-unfamiliar group
REFERENCES
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