Differences in Brain Activity After Learning With the Use of a Digital Pen vs. an Ink Pen-An Electroencephalography Study

Abstract

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.

Keywords: digital device; digital pen; electroencephalography; handwriting; learning.

Figure 1

An example of a Japanese word written in kanji that is difficult to read. Mole in English corresponds to two notations in Japanese: “もぐら” written in kana (syllabogram) and “土竜” written in kanji (morphogram). However, the kana notation is generally used and most Japanese cannot read the kanji notation, so only the kana notation was associated with the reading and meaning of the word “mole,” but not the kanji notation. We assumed that in the learning activity, the participants wrote the kanji notations of such words, then the kanji notations have association with the reading and meaning, as well as the kana notation.

Figure 2

Experimental steps. This chart shows the detailed order of the experimental steps. First, the participants completed a pre-learning test of about 7 min. For the learning activity, the participants learned the kanji notations by writing with each device (10 min each). The order of device use was randomized. Then, the participants completed the post-learning test. After 10-min rest, the electroencephalography (EEG) experiment was conducted for about 22 min. Finally, they answered the questionnaire (about 7 min).

Figure 3

Schematic representation of the repetition priming paradigm. The prime stimuli were words written in morphograms (kanji), which the participants wrote in the learning activity. The target stimuli were words written in syllabograms (kana). In the repetitive condition, the target words were semantically and phonologically identical to the prime stimuli, but distinctly different in the non-repetitive condition. After presentation of the cue (###), the participants answered whether the reading of the target was correct or not by clicking a mouse. The prime, target, and cue were presented with a stimulus-onset asynchrony of 1 s. The intertrial interval between the offset of the cue and the onset of the next prime was randomly set at 2–3 s.

Figure 4

Number of writing repetitions per word and number of words memorized. The number of writing repetitions per word during the learning activity (A) and the number of memorized words (B) were not affected by either the writing device or familiarity with the digital device. Each bar shows the grand average of the participants. The error bar represents the standard error. The red and blue bars indicate the use of a digital and ink pen, respectively.

Figure 5

Accuracy rate and repetition priming effect of the N400 in the EEG experiment. (A) The accuracy rate was not affected by the learning device or group. (B) The repetition effect of the N400 was significantly greater for words learned with the digital pen (red) than with the ink pen (blue) in the familiar group, but not in the unfamiliar group. The bars indicate mean amplitudes of the difference-event-related potential (ERP) from 300 to 450 ms (i.e., non-repetitive condition minus repetitive condition) between groups. The error bars represent the standard error. *p < 0.05.

Figure 6

ERPs measured in the repetition priming paradigm. (A) The ERPs from approximately 300–450 ms varied between the repetitive condition (solid line) and non-repetitive condition (dashed line) in both the familiar and unfamiliar groups. The red and blue lines indicate the digital and ink pen condition, respectively. (B) The difference in waveforms obtained by subtracting the repetitive condition from the non-repetitive condition had a negative peak at approximately 300–450 ms. In the familiar group, the amplitude was smaller for the ink pen (blue) than the digital pen (red), while there was no difference in the unfamiliar group.

Figure 7

Results of the questionnaire survey. Regarding the number of participants who answered “digital pen” (red) and “ink pen” (blue) to each survey item, the proportions differed significantly between the familiar and unfamiliar groups with respect to the degree of workload (p = 0.01) and enjoyability (p = 0.03). A greater number of participants in the familiar group (8 of 11) answered that “the use of the ink pen required a greater workload,” whereas most participants in the unfamiliar group (13 of 17) answered that “the use of the digital pen required a greater workload.” In addition, most participants in the familiar group (9 of 11) answered that “the digital pen was more enjoyable to use,” whereas a slight majority of participants in the unfamiliar group (10 of 17) answered that “the ink pen was more enjoyable to use.” There was no significant difference between groups regarding memorability and ease of writing. *p < 0.05.