A Study of Word Processing Experience and Its Effects on Student Essay Writing

Edward W. Wolfe, Sandra Bolton, Brian Feltovich, and Art W. Bangert
Journal of Educational Computing Research, Vol. 14(3), 1996, p. 269-283

This study investigates how word processing experience influences student performance on a direct writing assessment. We investigated factors influencing a student's decision about using work processors for writing; whether students with less experience writing with word processors receive lower scores on word processed essays; and differences in length, neatness, mechanical correctness, and tone of the student writing as related to experience with word processors. In this study, students with different levels of experience using word processors wrote two essays: one with word processors and one with pen and paper. Students with less experience using word processors scored considerably higher on our writing assessment when their writing was done with pen and paper. Only small differences were observed between pen and paper and word processed essays for students with more word processing experience. Content analyses revealed that word processed essays appeared neater and longer than handwritten essays but that students who favor handwriting write more words with pen and paper than with word processors.

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Howard J. Bender, Ph.D.
President
The Education Process Improvement Center, Inc.
P.O. Box 186
Riverdale, Maryland 20738
hjbender@epicent.com