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Do Typing Skills Matter? Investigating University Students' Typing Speed and Performance in Online Exams

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Title: Do Typing Skills Matter? Investigating University Students' Typing Speed and Performance in Online Exams
Language: English
Authors: Laura Sperl, Clara Marie Breier, Eric Grießbach, Stefan R. Schweinberger
Source: Higher Education Research and Development. 2024 43(4):981-995.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Office Occupations Education, College Freshmen, Skill Development, Online Courses, Timed Tests, Written Language, Keyboarding (Data Entry), Word Processing, Scores, Test Content, Psychology, Duplication, Performance, Cognitive Processes, Psychomotor Skills, COVID-19, Pandemics, German, Foreign Students, Language of Instruction, Foreign Countries, Universities
Geographic Terms: Germany
DOI: 10.1080/07294360.2023.2287724
ISSN: 0729-4360
1469-8366
Abstract: In response to COVID-19, universities worldwide experienced drastic and sudden changes including the need to shift to online teaching and assessment. Following previous research suggesting that individual differences in typing skills could influence text quantity and quality, we investigated whether university students' typing speed is related to their performance in an online written exam, considering that low typing skills could potentially be disadvantageous. To this end, first-year university students participated in a copy-typing task immediately after completing a graded online exam. Results show a trend toward a triangular relationship between typing speed, text length and exam performance. Despite coefficients being small, this approach allows unique insights into externally valid data of university students' typed free text production in an authentic online exam situation. Our findings emphasize the need for more research into this highly variable skill in order to understand and minimize unwanted interindividual differences that could possibly influence exam outcomes.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1421846
Database: ERIC
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: In response to COVID-19, universities worldwide experienced drastic and sudden changes including the need to shift to online teaching and assessment. Following previous research suggesting that individual differences in typing skills could influence text quantity and quality, we investigated whether university students' typing speed is related to their performance in an online written exam, considering that low typing skills could potentially be disadvantageous. To this end, first-year university students participated in a copy-typing task immediately after completing a graded online exam. Results show a trend toward a triangular relationship between typing speed, text length and exam performance. Despite coefficients being small, this approach allows unique insights into externally valid data of university students' typed free text production in an authentic online exam situation. Our findings emphasize the need for more research into this highly variable skill in order to understand and minimize unwanted interindividual differences that could possibly influence exam outcomes.
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