A study of the usability of handwriting recognition for text entry by children
This paper describes a pilot study that investigated the usability of handwriting recognition for text entry in a free writing activity. The study was carried out with eighteen children aged 7 and 8; each used three different writing methods to construct short pieces of text. The methods used were; pencil and paper, the QWERTY keyboard at a computer, and a pen and graphics tablet. Where the pen and graphics tablet was used, the handwritten text was recognised by the software and presented back to the children as ASCII text. Measures of user satisfaction, quantity of text produced, and quality of writing produced, were taken. In addition, for the handwritten work, the recognition process was evaluated by comparing what the child wrote with the resulting ASCII text. The results show that the children that took part in the study generally produced lengthier texts at the graphics tablet than at the QWERTY keyboard but that the non-technical solution, the pencil and paper was, in this instance, the overall best method for composing writing. To further the debate on the possibilities for digital ink and tablet technologies, key usability problems with the handwriting recognition interface are identified and classified, and solutions to these usability problems, in the form of design guidelines for both recognition-based and pen-based computer writing interfaces, are presented. Additionally, some reflections on how studies of text input and free writing composition can be evaluated are offered. (C) 2006 Elsevier B.V. All rights reserved.
usability handwriting recognition text entry children writing pen computers education