IJIET 2025 Vol.15(8): 1563-1572
doi: 10.18178/ijiet.2025.15.8.2358
doi: 10.18178/ijiet.2025.15.8.2358
Enhancing Handwriting Proficiency in Dysgraphic Students: Development and Validation of a Technology-Assisted Model
Norsafinar Rahim1,* and Norizan Mat Diah2
1. Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Penang, Malaysia
2. School of Computing Sciences, College of Computing, Informatics and Mathematics, Universiti Teknologi MARA, Selangor, Malaysia
Email: norsafinar@usm.my (N.R.); norizan289@uitm.edu.my (N.M.D.)
*Corresponding author
2. School of Computing Sciences, College of Computing, Informatics and Mathematics, Universiti Teknologi MARA, Selangor, Malaysia
Email: norsafinar@usm.my (N.R.); norizan289@uitm.edu.my (N.M.D.)
*Corresponding author
Manuscript received January 15, 2025; revised March 10, 2025; accepted April 1, 2025; published August 7, 2025
Abstract—Dysgraphia is a learning disability that makes writing and handwriting much more difficult. Traditional remediation methods that target only single aspects, such as motor skills or letter tracing, do not capture the multidimensional nature of this disability. This research aims to propose and validate a new intervention framework, the Dysgraphic Children Handwriting Model (DCHM), that consists of three principles: visualization, imagination, and automation. A mixed-methods approach was employed; the study focused on 50 dysgraphic students (age 8–12 years) whose handwriting quality was evaluated pre- and post-intervention through the Handwriting Legibility Scale (HLS). The DCHM is based on interactive, technology-assisted prototype applications that provide animated guidance on letter formation, timely feedback, and gamified activities to improve literacy engagement. Results revealed substantial improvements: 63.0% in alignment, 60.7% in letter formation, and 58.6% in overall legibility. Qualitative results included increased student motivation, decreased frustration, and greater confidence around writing tasks, backed up by positive teacher feedback validating the model’s usability and scalability. These findings underscore the DCHM’s efficacy as a comprehensive, scalable solution for dysgraphia. By bridging cognitive, motor, and visual strategies, this research contributes to the field of special education, paving the way for further exploration of adaptive technologies to support diverse learning needs.
Keywords—dysgraphia, handwriting proficiency, visualization, imagination
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—dysgraphia, handwriting proficiency, visualization, imagination
Cite: Norsafinar Rahim and Norizan Mat Diah, "Enhancing Handwriting Proficiency in Dysgraphic Students: Development and Validation of a Technology-Assisted Model," International Journal of Information and Education Technology, vol. 15, no. 8, pp. 1563-1572, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).