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Assessing students’ handwritten text productions: A two-decades literature review

2024; Elsevier BV; Volume: 250; Linguagem: Inglês

10.1016/j.eswa.2024.123780

1873-6793

Lenardo Chaves e Silva, Álvaro Sobrinho, Thiago Cordeiro, Alan Silva, Diego Dermeval, Leonardo Brandão Marques, Ig Ibert Bittencourt, Jário Santos, Rafael Ferreira Melo, Carlos Portela, Maurício Ronny de Almeida Souza, Rodrigo Lisbôa Pereira, Edson Koiti Kudo Yasojima, Seiji Isotani,

Digital Accessibility for Disabilities

In the context of early childhood education, students need to acquire fundamental writing skills for their lifelong development. Public schools, especially in low- and middle-income countries, should monitor individual student progress to mitigate the detrimental effects of socioeconomic vulnerabilities in education. Furthermore, the volume of students often overwhelms teachers responsible for assessing handwriting texts and providing feedback. This article conducts a Systematic Literature Review (SLR) focusing on solutions for automatically evaluating students' handwriting, discussing their performance, future research directions, and areas needing further investigation. We used a mixed-methods approach to conduct our SLR, encompassing a search across four databases (ACM Digital Library, IEEE Xplore, ScienceDirect, and SpringerLink) and employed the snowballing technique. We used the initial set of papers from the database search as the foundation for the subsequent snowballing search. Findings revealed that the studies introduced computational techniques, examined or enhanced existing methods, and developed assessment tools. These solutions predominantly employed techniques such as artificial neural networks and used available datasets comprising handwritten images, answers, or student essays. Only some studies provide low-cost solutions for automatically assessing the writing abilities of underserved public school students.