Cognitive Load of Paper-Based Writing Task
By The SoTL Blog Facilitators
The contrast between, and complementarity of computer-based (CB) and paper-based (PB) modes of writing has been a growing field of study in recent years (e.g, Lee, 2004; Kohler, 2015; Tate, Warschauer & Abedi, 2016). The focus of these studies has generally been on the application of PB and CB modes in writing tests such as IELTS.
In examining these modes of writing, an aspect to consider is their cognitive equivalence. Cognitive equivalence entails a balance (and similarity) in cognitive processes between different writing tasks.
In a study by Chan, Bax, and Weir (2018), the cognitive equivalence of CB writing tasks and PB writing tasks were measured. There were some differences found between the two modes — CB and PB. These differences are listed in the table below (p. 45).
| Differences observed between the two modes | |
| Conceptualisation | More detailed planning under the PB mode, and followed the plan closely to avoid major changes
Most did not start with a ‘perfect’ plan under the CB mode |
| Generating ideas | Some referred to planning notes under the PB mode |
| Generating texts | Handwriting vs. typing
More careful about choice of words and sentence structure when composed on paper Focused more on expressing the ideas under the CB mode |
| Organising ideas | Engaged more in organising ideas at the levels of sentences and paragraphs under the CB mode |
| Monitoring and revising (high-level) | More test takers revised texts during writing under the CB than PB mode
More engaged in post-writing revising under the CB than PB mode Made more changes at the levels of clauses and sentences to improve coherence under the CB mode |
| Monitoring and revising (low-level) | Focused on paraphrasing at the word level and correcting grammatical mistakes under the PB mode |
While there were reported differences, there was no statistical significance between the two modes, which, essentially, qualified the two modes as being similar in terms of cognitive equivalence.
In the context of CELC, it is more of an implied choice for students to opt for PB or CB in their preparation for a writing task or assignment. Students undertake either mode when annotating, creating a mind map, jotting down notes — all in preparation for a writing task or assignment that is ultimately submitted in a CB form.
What are your thoughts on the two modes? How can this topic be used for our teaching reflection?
References
Chan, S., Bax, S., & Weir, C. (2018). Researching the comparability of paper-based and computer-based delivery in a high-stakes writing test. Assessing Writing, 36, 32-48.
Lee, H. K. (2004). A comparative study of ESL writers’ performance in a paper-based and a computer-delivered writing test. Assessing Writing, 9(1), 4-26.
Kohler, B. (2015). Based or Computer-Based Essay Writing: Differences in Performance and Perception. Linguistic Portfolios, 4(1), 13.
Tate, T. P., Warschauer, M., & Abedi, J. (2016). The effects of prior computer use on computer-based writing: the 2011 NAEP writing assessment. Computers & Education, 101, 115-131.
One would suspect the cognitive load of CB versus PB would be much less for most writing tasks, so it is intriguing to hear of the lack of significant difference between the two: it would appear easier to generate, organise, monitor, revise and otherwise manipulate material using keyboard and screen. Furthermore, ideas do not always present themselves in linearly at the planning stage of handritten tasks and therefore editing can become more difficult as a text lengthens.
The converse might be true for reading. Paper reading allows one to browse the entirety of a work at once and gain a measure of its extent, whereas the digital equivalent somehow feels more functional and less organic. I often struggle to finish an e-book, despite its convenience, but never a physical copy. Perhaps this is part of the reason for the relatively recent decline in popularity of MOOCs and e-books.