Handwriting Patterns Across Different Learning Tasks: A Case Study in Special Needs Education

Abstract

With digital learning tools, students’ handwriting interactions can be recorded as log data, enabling analysis of how learning tasks are carried out beyond final answers. However, prior studies often treat the handwriting behaviors as general tendencies, without separating them by the characteristics of the task. Given that learning tasks often come in various formats, and may prompt different response processes, handwriting behaviors may also differ across tasks. This distinction among the tasks is likely relevant in special needs settings where teachers regularly adjust tasks and pacing based on each individual student. Therefore, this case study examines how handwriting behaviors differ across two different task characteristics for an individual student with special needs by using handwriting logs captured during regular learning activities. The student completed two tasks, which consisted of a language-based selection task and a visual matching task. We compared the handwriting process indicators and examined behavioral patterns through the visualization. Overall, the language-based task showed greater interruption and revision while the student was working, whereas the visual matching task showed the opposite pattern. Scribble was also observed in both learning tasks, but at different frequencies and timings, which may carry different meanings depending on when it occurred. The findings extend prior handwriting research by revealing that the student exhibits different approaches across two different learning tasks. These differences offer indicators that may support teachers’ monitoring and intervention.