A Comparative Study of Two Generations of Hardware Intelligent Writing Devices Used for Chinese Character Writing Performance Ability of 6∼12 Years Old Children

Objective: Through computerised analysis of writing ability assessment data, the aim was to compare the effectiveness of two generations of hardware smart writing devices in the application of children's writing performance ability from 6 to 12 years of age, and to provide data support for accurate screening and assessment of those with writing difficulties. Methods: A cross-sectional study was conducted to assess the writing performance ability of primary school students in grades 2∼6 (a total of 555) in a primary school in Fuzhou City, Fujian Province, China, using the Smart Handwriting Analysis Recognition Platform (SHARP). The assessment indicators included writing speed, writing control, writing integration, and time-on-paper ratio. Results: All four writing assessment indicators of boys and girls performed better than the first generation of the second-generation smart writing device (p<0.05). Comparing the writing performance ability of students in different grades:①writing speed: except for students in grade 4, students in all grades and all students in grades 2∼6 performed better than one generation in the second-generation intelligent writing device (p<0.05); ②writing integration: except for students in grade 2, students in grades 3∼6 performed better than one generation in the second-generation intelligent writing device (p<0.05) in terms of writing integration ability;③Writing control and time-on-paper ratio: the writing control and time-on-paper ratio of students in grades 2∼6 performed better in the second-generation smart writing device than in the first generation (p<0.05). Conclusion: ①On the second-generation smart writing device, the vast majority of students achieved superiority over the first-generation device in the ability of all four writing assessment indexes, but the differences between the two generations of the device in writing speed for grade 4 students and writing control for grade 2 students did not reach the level of significance.②Writing speed, writing control, writing integration, and time-on-paper ratio have key roles in assessing overall writing performance, and can more comprehensively and accurately reflect the differences in overall writing performance between the two generations of intelligent writing devices. ③The significant advantages of the second-generation smart writing devices in improving students' writing ability also point to possible room for improvement in specific grade levels or ability dimensions.