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Esperienze e progetti

No. 43 (2026)

Handwriting at University

DOI
https://doi.org/10.3280/qds2026oa22840
Submitted
maggio 21, 2026
Published
2026-06-30

Abstract

This study presents a systematic review on the role of handwriting in university students’ learning processes, with particular attention to the comparison between handwriting and digital tools for note-taking. The review was conducted according to the PRISMA guidelines and included studies published in English between 2021 and 2026 from the Scopus, Web of Science, and ERIC databases. Out of an initial 592 records, 16 studies met the inclusion criteria. Overall, the findings reveal a heterogeneous picture but suggest that handwriting continues to play a relevant role in the cognitive processes involved in university learning. Finally, the review highlights the need for further research based on larger samples and more standardized methodologies in order to better understand the conditions under which handwriting and digital writing may be more effective.

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