A 5-Month Comparative Study of Japanese Input Speed by Keyboard of Elementary School Children Learning with 1:1 Devices for the First Time

Misuhiro Watanabe; Kazuki Mitsui; Kazunori Sato; Seiko Nakano; Yasuhisa Koide; suya Horita

doi:10.52731/ijltle.v6.i1.723

Misuhiro Watanabe Kagoshima Women's College
Kazuki Mitsui Tokoha University
Kazunori Sato Shinshu University
Seiko Nakano The University of Tokyo
Yasuhisa Koide Osaka Kyoiku University
suya Horita Tohoku University

DOI: https://doi.org/10.52731/ijltle.v6.i1.723

Keywords: 1:1 devices, information and communication technology operation skills, Japanese input skills by keyboard, information literacy

Abstract

This study involved a 5-month investigation of Japanese input skills by keyboard of elementary school children learning with 1:1 devices for the first time. Participants were from two classes of elementary schools. The Class X was 4^th grade, and the Class Y was 6^th grade. The input speed improved in 3^rd, 4^th, and 5^th months compared to 2^nd month after the start of utilization. The input speed while copying by looking at the text increased as the months went by. However, the results suggest that the speed of input while thinking by reading the text does not necessarily improve in the same way. We divided the survey results into two groups based on input speed by keyboard. In the upper group, 6^th graders were higher than 4^th graders, although there was no significant difference. In the lower group, 6^th graders were significantly lower than 4^th graders in 3^rd, 4^th, and 5^th months. Therefore, it is necessary to pay particular attention to supporting the acquisition of Japanese input skills by keyboard, especially for children in the lower group.

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