A therapist may wonder whether a client will remember instructions better if they write them by hand or type them. Research suggests handwriting and typing can involve the brain differently. But the evidence does not show that typing makes the brain “switch off” or that handwriting is always better.
In a 2024 study, researchers Audrey van der Weel and Ruud van der Meer used EEG caps to record brain activity in 36 university students. The students either wrote words with a digital pen or typed them. During handwriting, the researchers found more coordinated activity in some brain areas involved in movement and processing information. The study measured brain activity, however, not how well students remembered the words later.
Handwriting uses a range of hand movements. The writer also sees the letters take shape on the page. These actions may help connect movement, vision, and attention. Typing uses different movements, often repeated key presses. This does not mean typing requires no thinking; it means the two activities place different demands on the body and brain.
Research on note-taking offers some support for handwriting, but the results are mixed. One study found that students who wrote notes by hand often summarized ideas, while students using laptops sometimes copied more words word for word. Summarizing may help learning. A later study that repeated this research did not find a clear advantage for handwriting. So, how people take notes may matter as much as whether they use a pen or keyboard.
For therapists, the best choice depends on the person and the goal. Handwriting may be useful when practising letter formation, hand control, or a meaningful writing task. Typing may be easier for a person who has pain, fatigue, tremor, or difficulty with handwriting. Some people may learn best when they can choose the method that feels comfortable and works well for them.
It is also important to consider what the person needs to learn. If the goal is to remember instructions, a therapist could ask the person to explain the steps in their own words, practise them, or write a short summary. These strategies may encourage active thinking whether the person uses a pen, keyboard, or another accessible tool.
The EEG study has limits. It included a small group of university students and asked them to copy words in a controlled setting. This is different from taking notes during a class or learning a daily task in therapy. Brain activity alone cannot tell us whether someone has learned or will remember information later.
Therapists and researchers should explain these findings carefully. Saying “typing does nothing” may mislead people and unfairly discourage those who rely on keyboards or assistive technology. Clinical decisions should be based on each person’s needs and actual performance, not on a single brain study.
Overall, handwriting may support learning in some situations, but it is not the right choice for everyone or every task. More research is needed to find out who benefits, and when. For now, therapists can focus on what matters most: helping each person learn, participate, and use the tools that work best for them.
References
Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 25(6), 1159–1168. https://doi.org/10.1177/0956797614524581
Urry, H. L., et al. (2021). Don’t ditch the laptop just yet: A direct replication of Mueller and Oppenheimer’s (2014) Study 1 plus mini meta-analyses across similar studies. Psychological Science, 32(3), 326–339. https://doi.org/10.1177/0956797620965541
Van der Weel, F. R., & Van der Meer, A. L. H. (2024). Handwriting but not typewriting leads to widespread brain connectivity: A high-density EEG study with implications for the classroom. Frontiers in Psychology, 14, 1219945. https://doi.org/10.3389/fpsyg.2023.1219945