The Impact of the Use of Electronic Device Input Methods on Children’s Writing Ability and Coping Strategies

© 2025 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/ )

Download PDF

Cite

XML

HTML

Abstract

Against the backdrop of the widespread use of electronic input methods, this study focused on 594 upper-grade primary school students and explored the impact of different electronic input methods on Chinese character writing ability through dictation tests and questionnaires. The results showed that the duration of voice input was significantly negatively correlated with dictation accuracy, while the duration of pinyin and handwriting input was not significantly correlated with accuracy. Speech input bypassing glyph processing and weakening the connection between form, sound, and meaning is not conducive to the development of writing automation and may increase the risk of developmental dysgraphia. In contrast, pinyin and handwriting input retain some of the glyph processing and have less adverse effect on writing ability.

References

Li H, Zhang M, 2023, A Study on the Correlation between Electronic Device Use and Writing Disorders in Children. Chinese Journal of Child Development, 25(3): 456–468.

Zhou W, Tan LH, 2021, The Effects of Pinyin Input on Language Centers in Children’s Brains. Journal of Neuroscience, 37(4): 678–690.

Han P, Yang WY, Xie YY, et al., 2024, Research Report on Intelligent Writing Analysis and Recognition Platform for Writing Ability Assessment of Children Aged 6–12. Journal of Rehabilitation, 34(3): 251–261.

Lin LZ, 2024, The Influence of Written Form Awareness on Name Writing in Chinese Preschool Children Aged 4–6, thesis, Zhejiang Normal University.

Li ZY, Hu JX, Wu LH, 2023, Research Hotspots and Trends of Preschool Writing in China: A Visual Analysis based on CiteSpace. Educational Exploration, 2023(8): 12–18.

Mao L, 2023, Research on the Meaning Production of Image Symbols for Young Children, thesis, Sichuan Normal University.

Liu XQ, 2023, Research on the Writing Characteristics and Intervention of Students with Chinese Writing Disorders, thesis, Southwest University.

Tao WQ, 2022, Study on the Relationship between Chinese Children’s Literacy Decoding Ability, Writing Ability, and Reading Comprehension Ability, thesis, Shenzhen University.

Zhang CY, 2021, A Study on the Relationship between Fine Motor Skills and Pre-writing Development in Children Aged 5–6, thesis, Zhejiang Normal University.

Qian FF, Dong GL, 2021, A Case Study on the Enhancement of Writing Ability in Children with Severe Cerebral Palsy by Shaping Method. Journal of Suihua University, 41(1): 153–156.

Huang YH, 2023, Strategies for Improving the Effectiveness of Writing Instruction in Lower Grades. Asia-Pacific Education, 2023(7): 181–184.

Wang LL, Zhang XJ, 2021, Four-dimensional Five-stage Social Training for Children with Autism. People’s Medical Publishing House, 2021(1): 220.

Zhou X, 2021, Research on the Phenomenon of Mirror Writing in the Pre-Writing Process of Chinese Children Aged 4–6, thesis, East China Normal University.

Du X, Lin JY, Chen LJ, 2020, Spatial-temporal Metaphorical Schemas for Children and Adolescents. Psychological Development and Education, 36(5): 513–519.

Sun CP, Wu C, 2024, Practical Research on the Development of Pre-writing Ability in Children During the Transition from Kindergarten to Primary School. Chinese Language Construction, 2024(6): 87.

Previous article in this issue

Next article in this issue