Comparative Analysis of Neural Activation Patterns during Manual and Digital Writing: An Electroencephalography Study in University Students
The increasing predominance of digital writing in higher education has raised important questions regarding its cognitive and neural implications. This study examines differences in neural activation patterns and neuroeducational markers between manual and digital writing in university students usin...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2026 |
| Country: | España |
| Institution: | Universidad de Jaén |
| Repository: | RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén |
| OAI Identifier: | oai:dnet:ruja________::d9f1e72b0f7e2970bb401019b41e7c50 |
| Online Access: | https://doi.org/10.30466/ijltr.2026.55859.2917 https://ijltr.urmia.ac.ir/article_121926.html https://hdl.handle.net/10953/7816 |
| Access Level: | Open access |
| Keyword: | manual writing digital writing neural activation neuroeducation gender differences Neuroeducación Neuropedagogía Neuroimagen educativa lectura y escritura |
| Summary: | The increasing predominance of digital writing in higher education has raised important questions regarding its cognitive and neural implications. This study examines differences in neural activation patterns and neuroeducational markers between manual and digital writing in university students using electroencephalography (EEG) with the Emotiv EPOC+ 14 system. Employing an intrasubject experimental design (n = 10), participants completed equivalent handwritten and typed reflective tasks under controlled conditions. Results revealed that handwriting elicited broader and more bilateral brain activation, associated with greater emotional engagement and sensorimotor integration. In contrast, digital writing showed more focused activation patterns and higher cognitive demand, particularly in working memory-related frequencies. Gender differences were also observed, with males displaying stronger left-hemispheric lateralization and females demonstrating more bilateral activation. These findings provide neurophysiological evidence that writing modality influences cognitive and affective engagement, offering implications for differentiated pedagogical practices in higher education. |
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