טכניון מכון טכנולוגי לישראל
הטכניון מכון טכנולוגי לישראל - בית הספר ללימודי מוסמכים  
M.Sc Thesis
M.Sc StudentShpigler Shabtai
SubjectAspects of Decision Making and Skill Development in
Touch-Typing Learning
DepartmentDepartment of Education in Science and Technology
Supervisors Professor Miriam Reiner
Professor Ido Erev


Abstract

A survey among students and teachers showed that most consider Touch-Typing an important skill, 40% tried to acquire the skill by self-teaching programs, without success. It is important note that Touch-Typing is not part of the educational program in Israel

In order to explain the failure of the self-teaching process, it is suggested to look at the acquisition of Touch-Typing as two successive positive-feedback decision-making processes. Positive-feedback appears whenever the learner types his or her work. If the learner chooses to Touch-Typing, although Visual-Typing is yet more efficient, his proficiency will become better, which in turn will make the next decision to use Touch-Typing easier and vice versa. This is a positive-feedback process, which tends to lock on one stage or another like an addiction process. In order to overcome the intuitive tendency, choosing the alternative which leads to better immediate results, also known as Melioration, the learner must use Willpower.

It is argued that the traditional training strategy requires, more than is needed, Willpower resources, which the learner is reluctant to provide without a strong incentive, typical to learning at school. Lowering the demand for Willpower will increase the chance for success. That is what the “Systematic-Typing” strategy is offering.

Relying on principles of motor skill development, the Systematic-Typing suggests one simple drill: Typing the “ABC” from beginning to end according to the Systematic-Typing rules. Eyes may stay on keyboard as needed. Training may be implemented at any time, without a need for a special program. However, a program named “Derorit” was developed to demonstrate the Systematic-Typing technique and encourage the learner to use it.

A study at a secondary school showed that the pupils favored “Derorit“ over a standard Touch-Typing program for learning, and also showed that the Systematic-Typing was good enough to bring some of them to real Touch-Typing for everyday use.