L’engagement comportemental lors de l’écriture d’un texte narratif au primaire : l’effet du numérique et du niveau scolaire de l’élève
DOI:
https://doi.org/10.53967/cje-rce.6265Keywords:
engagement, writing, digital tools, elementaryAbstract
Students say that they are more motivated to write with digital tools than with a pencil (Alves-Wold et al., 2023; Camacho et al., 2021). But are they more engaged? Few studies have looked at students’ engagement in writing, much less digital writing (Martins et al., 2022). The objective of this study was to compare the level of behavioural engagement of students in Grades 2, 4, and 6 (N = 255) when producing a narrative text, depending on whether they were writing with a pencil or a keyboard. After each writing session, the students answered a questionnaire (with a Likert scale) in order to report their engagement during the activity. A 3 (grades) X 2 (conditions: handwriting, keyboarding) analysis of variance on the mean engagement score showed that the Grade 2 students were just as engaged in both conditions, but that the students in Grades 4 and 6 were more engaged in the keyboarding activity. The discussion examines the potential of digital tools for countering disengagement at a sensitive time in students’ elementary education path and defines the limits of this study.
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References
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