ror.org/049jtt335
Abstracts
Résumé
L’usage du numérique en classe primaire et son potentiel pour soutenir la motivation et la compétence en écriture ont fait l’objet de plusieurs études, mais peu d’entre elles ont comparé les mêmes élèves selon qu’elles·ils écrivent au crayon ou au clavier. Cette étude a pour objectif de comparer la motivation et la performance d’élèves de 2e, 4e et 6e année du primaire (N = 254) dans ces deux conditions. Les élèves ont réalisé deux tâches d’écriture et répondu à un questionnaire évaluant leur motivation. Les scores obtenus sur les indicateurs de motivation (4) et de performance (8) ont été soumis à des tests t pour échantillons appariés. Globalement, les élèves sont plus motivé·e·s pour écrire au clavier, mais leurs performances sont meilleures au crayon. Un portrait détaillé des avantages de ces deux outils d’écriture est brossé en considérant les différents indicateurs et les niveaux scolaires.
Mots-clés :
- motivation,
- performances en écriture,
- clavier,
- écriture manuscrite,
- primaire
Abstract
Many studies have investigated the use of digital tools in the elementary school classroom and their potential for supporting motivation to write and writing skills. However, few of these studies have compared the same pupils when writing with a pencil and paper or writing with a keyboard. This study aimed to compare the motivation and writing performance of pupils in grades 2, 4 and 6 (N = 254) under these two conditions. The pupils completed two writing tasks and answered a questionnaire assessing their motivation to write. The scores obtained for the motivation (4) and performance (8) indicators were then t-tests. Overall, the pupils were more motivated to write using a keyboard, whereas their performance was better when using a pencil and paper. The advantages of these two writing tools are described in detail, considering the different indicators and grade levels.
Keywords:
- motivation,
- writing performance,
- keyboard,
- handwriting,
- elementary school
Resumen
La utilización de la tecnología en clase de primaria, así como su potencial para fomentar la motivación y la competencia en escritura, han sido objeto de varios estudios, aunque pocos de éstos han comparado el trabajo de los mismos alumnos cuando usan el lápiz y el teclado. Nuestro estudio tiene el objetivo de comparar la motivación y los resultados de alumnos de 2º, 4º y 6º cursos de primaria (N = 254) bajo estas dos condiciones. Los alumnos realizaron dos tareas de escritura y respondieron a un cuestionario de evaluación de su motivación. Los resultados obtenidos sobre los indicadores de motivación (4) y de rendimiento (8) fueron sometidos a tests t para muestras coincidentes. De manera global, los alumnos están más motivados para escribir usando el teclado, pero sus resultados son mejores usando el lápiz. Ilustramos de forma detallada las ventajas de estas dos herramientas, considerando los diferentes indicadores y los niveles escolares.
Palabras clave:
- Motivación,
- resultados en escritura,
- teclado,
- escritura manuscrita,
- primaria
Appendices
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