WO2014006198A1

WO2014006198A1 - Digital writing learning aid

Info

Publication number: WO2014006198A1
Application number: PCT/EP2013/064294
Authority: WO
Inventors: Karin KRIEG
Original assignee: Stabilo International Gmbh
Priority date: 2012-07-05
Filing date: 2013-07-05
Publication date: 2014-01-09

Abstract

Digital writing learning aid for acquiring fine-motor and graphomotoric skills, wherein a task character is displayed and an inputted character is compared with the task character on the basis of a profile belonging to the task character with respect to location of the character generation and generation speed, characterized in that the profile belonging to the task character also comprises data on the generation pressure and the generation acceleration, and the inputted character is compared with the task character with respect to generation pressure and generation acceleration for determining a degree of correspondence, and an evaluation is further made according to the degree of correspondence on the basis of plural, but at least two, criteria.

Description

Digital writing learning aid

The present invention relates to a device for learning fine-motor and graphomotoric skills, particularly in the case of infants.

Background

Techniques for utilizing digital media with which an inputted character string can be recognized are already known from the prior art.

WO 00/72290, for instance, shows an apparatus for training handwriting. An inputted character string is for instance registered by way of a pressure-sensitive surface, such as a touchscreen. This inputted character string can then by controlled by a teacher with respect to the image of writing and the pupil can be further instructed. The great number of pupils in a classroom, the subjective perception of the teacher with respect to correct or wrong writing, and the limited ability to analyze potential error sources require a more efficient implementation of this new learning method.

DE 1951 1470 C1 describes a device for recognizing an inputted character string and the subsequent comparison with a reference character string for identifying a person or the authenticity of a signature. To this end the inputted character string is subdivided into strokes and these strokes are compared with a stored reference character string with respect to generation place, speed and pressure, and it is determined whether this is a forgery or whether the signature originates from the right person.

Object

It is therefore the object of the present invention to develop a device for acquiring fine-motor and graphomotoric skills, particularly in the case of children, with which these skills can be learnt as efficiently as possible and objectively at the same time.

Solution

This object is achieved according to the invention by the device described in claim 1 and the method according to claim 1 1 .

The sub-claims refer to expedient developments of the invention. According to the invention, a device is provided (digital writing learning aid) for comparing inputted characters with given characters, particularly for acquiring fine-motor and graphomotoric skills, wherein the device comprises a sensor surface for detecting an inputted character, a means for operating the sensor surface and for inputting the character string, a display surface for displaying a task character, a processor unit for evaluating and comparing the inputted character with respect to location of the character generation and generation speed with the task character as well as a storage medium for storing task strings and inputted character strings, and the sensor surface and the processor unit are further adapted to compare the inputted character with the task character with respect to generation pressure and generation acceleration, and that the processor unit, the display surface and the storage medium are adapted to perform an evaluation with respect to the degree of correspondence of the inputted character with the task character on the basis of plural, but at least two, criteria. Depending on the design of this instrument, an age-appropriate platform for performing the method can be realized and, together with this, the acquisition of fine-motor and graphomotoric skills.

In one embodiment the device is characterized in that the sensor surface and the display surface are provided in the form of a touchscreen to be congruent at least in part. This affords a diversity of potential interactive operation possibilities of the device that is as great as possible, and is therefore particularly suited to arouse the children's interest.

In a further embodiment the device is characterized in that the display surface is adapted to optically display the evaluations of the degree of correspondence of the inputted character with the task character. This enables a direct, e.g. optical, response of the digital writing learning aid to the character inputted by the child.

In a further embodiment the device is characterized in that the sensor surface is adapted to produce data about the generation pressure of the inputted character and to pass them on to the processor unit and the storage unit. This affords a utilization of the digital writing learning aid that is independent to a certain degree of means for operating the sensor surface. This creates e.g. also the possibility of doing exercises only with the help of a finger. It is however expedient for the purpose of improving and learning writing skills that preference is given to the use of means for operation in the form of pens, fountain pens, or the like.

In a further embodiment, the device is characterized in that the display surface can display interactive components, such as menus and operating elements, and the sensor unit and the means for operation are provided such that access to the interactive components is enabled by them. This enables an interaction of the child with the digital writing learning aid that goes far beyond the mere copying of predetermined task characters and can thereby awaken the child's interest in learning the writing process itself.

In one embodiment the device is characterized in that the display surface can display a task character to be completed that is produced by the storage unit and the processor unit on the basis of a complete task character. It is thereby possible to display only portions of a task character in a targeted manner so as to practice special skills, e.g. the transition from a curved to a straight line or letter transitions.

In one embodiment the device is characterized in that the processor unit is adapted to select one among a series of task characters stored in the storage medium. This selection can be made at random or on the basis of specific criteria and affords an automated display of task characters without parents or teachers having to interfere with the course of the exercise.

In a further embodiment the device is characterized in that the processor unit and the storage unit are adapted to carry out the evaluation of the degree of correspondence either directly after termination of the character or at a later time. This can e.g. be achieved in that the storage unit stores the data of the inputted character at least for the period between termination of the character and the evaluation made of the degree of correspondence and gives the processor unit access thereto. This yields a flexible evaluation of the exercises and permits control e.g. by teachers or parents.

In one embodiment the processor unit can display - according to the degree of correspondence - a new task character that is either the same as the previous task character or is a new task character. The sequence of the exercises can thereby be adapted to the learning achievement of the child and/or possible deficits.

In one embodiment the device is characterized in that the display surface is adapted, depending on the task character, to display a specific background for the task character. For instance, when colored task characters or parts are used, a corresponding background can be displayed that allows a very good recognition or, in the case of task characters in the form of letters, a framework of lines can be displayed so as to facilitate a corresponding classification of the size relation of the letters with one another.

In accordance with the invention, a method is provided (e.g. by using a device in accordance with one or more of the above embodiments) with which children can acquire fine-motor and graphomotoric skills, wherein a task character is compared with an inputted character with respect to the location of the character generation, the generation speed, the generation pressure used and the generation acceleration, and an evaluation is made according to the degree of correspondence on the basis of plural, but at least two, criteria. With this method it is possible to teach children to write, independently of the subjective influences of a teacher and the writing considered to be correct by the teacher, and at the same time the evaluation based on plural criteria affords a much more accurate analysis of possible error sources on the basis of the children's image of writing. It is here possible to resort to existing techniques, as in DE 1951 1470 C1 , for determining the degree of correspondence. In contrast to the invention, however, an assessment is made in DE 1951 1470 C1 only according to one evaluation, i.e. a criterion, whether the inputted reference character string corresponds to the reference character string within a given error tolerance. Therefore, also the corresponding displays in DE 1951 1470 C1 only make statements on the final result of the evaluation of the character string or parts of the character string, i.e. whether the correspondence of the character string or parts thereof corresponds to the reference character string within the error tolerance. By contrast, according to the invention a more complete assessment of the inputted character is made with respect to several criteria, wherein also an output and display of the evaluation takes place with respect to all criteria considered and possibly of proposals for improvement.

In one embodiment the method is characterized in that a task character to be completed is displayed on the basis of a complete task character, wherein the character to be completed is drawn by omitting a part of the complete character. This makes it possible to practice particularly difficult character combinations, such as e.g. letter transitions, and affords, particularly in connection with the evaluation, a further practicing of characters, letters and words, depending on the problems encountered by each individual pupil.

In one embodiment the method is characterized in that the inputted character which was inputted to the task character to be completed is compared with respect to location of the character generation, generation speed, generation pressure and generation acceleration only in the part to be completed with the task character to be completed. Hence, the child's task to draw a complete character can be reduced to focusing on specific parts of a complete character, and a targeted training of these portions is thereby made possible.

In another embodiment, the method is characterized in that the inputted character which was inputted to the task character to be completed is fully compared with respect to location of the character generation, generation speed, generation pressure and generation acceleration with the complete task character. In this embodiment the child's task would further consist in drawing the complete character. Special attention would however be paid to the part of the task character that is to be completed. It is however achieved through the control of the whole character that parts of the image of writing that were already evaluated as having been learnt before are also further analyzed.

In a further embodiment the degree of correspondence is evaluated by means of optical displays, such as a correspondence bar. This gives the children and also the parents or teachers a simple instrument for analyzing the image of writing, and it is here also possible to indicate the causes for error sources which just on the basis of a completed image of writing would not be easy to detect, and an analysis extending far beyond the evaluation described in DE 1951 1470 C1 is possible.

In one embodiment the method is characterized in that the degree of correspondence is directly evaluated after termination of the character. This enables the child to directly recognize his/her learning achievements or failures and to correct them possibly within the scope of further tasks.

In a further embodiment the method is characterized in that interactive components, such as menus and operating elements, are displayed in addition. For instance a teacher or the child himself/herself can thereby select further tasks for improving the image of writing. Operating elements may also be provided that enable a further analysis of the inputted character or present error sources and ways of improvement to a child in an age-appropriate manner.

In a further embodiment the method is characterized in that the task character is selected among a series of task characters automatically or manually. The automatic selection can e.g. be predetermined within a sequence of task characters predetermined by the teacher or by the parents or can be carried out only on the basis of the evaluation respectively received in the execution of each task character. The manual selection of a task character either allows an intervention by the teacher, e.g. in the classroom, or can also be employed in a useful way within the scope of a leisure activity.

In a further embodiment the method is characterized in that after evaluation according to the degree of correspondence a new task character is displayed that is either the same as the previous task character or is a new task character. Depending on the learning achievements, the further course of the exercise can thereby be devised.

In one embodiment the method is characterized in that the degree of correspondence is based on at least two criteria made up of character speed, support pressure, way of holding, stops, acceleration, location of the character generation. The assessment of the inputted character on the basis of the comparison with the task character in consideration of a plurality of criteria affords an accurate analysis of the deficits and the causes for said deficits.

Brief description of the figures

Fig. 1 : schematic representation of a device according to the invention.

Fig. 2a: schematic representation of an operation variant of a device according to the invention.

Fig. 2b further schematic representation of an operation variant of a device according to the invention.

Fig. 3 flow chart of the evaluation method and of the adaptive task search. Detailed description of the figures

Fig. 1 shows an embodiment according to the invention of a digital writing learning aid 100. The digital writing learning aid 100 comprises a frame 1 10 as well as a display 102. In this display the sensor surface 105 and the display surface 104 can be provided separated from each other. Alternatively, it may also be provided that the display surface 104 and the sensor surface 105 coincide in some area sections or, however, on the complete display 102 in the sense of a touchscreen. At any rate the display of a task field 142 and the interactive operating elements 106 are positioned in the display surface 104. Any desired task character may be displayed in the task field 142. The task character or characters represent(s) writing (letters, letter parts, words or word parts) or more abstract forms, such as swinging or undulating movements, which are provided for practicing certain movement sequences. The abstract forms may particularly include closed geometric forms that are known, such as circles or rectangles, as well as further open forms, such as wave lines, simple strokes or curves. If it is intended to practice written characters, particularly words, the task field 142 preferably has the form of a line or a framework of lines which is common for learning writing skills, as is also shown in Fig. 1 . On this framework of lines it is then possible to display a task character string 141 taken from the storage medium (not shown here). If it is intended to practice more abstract characters or forms, the displayed framework of lines can be omitted and a background that is just white may e.g. be used. At any rate the sensor surface 105 comprises an input field 152 which is displayed by analogy with the task field 142 and permits the input of a character. This input can be made with the help of a general means for operating the sensor surface 105. It is of advantage for the acquisition of writing skills when said means 103 resembles or equals a stylus in form, weight and size. However, it may also be provided that fingers are used for certain exercises or writing utensils formed in a different way or objects imitating the same. If an overlap of the sensor surface 105 and the display surface 104 is provided, there are also possibilities for interaction with the interactive operating elements 106 within the sensor surface 105.

Fig. 2a shows a possible embodiment for the operation of a digital writing learning aid 200. It is intended in this embodiment that the display 202 completely comprises both the sensor surface and the display surface. This means particularly that the whole display 202 reacts in a sensitive way to touches. This permits a direct interaction of the means for operation 203 e.g. with the interactive operating elements 206. This embodiment also permits the use of a further embodiment for learning writing skills. An option, e.g. "complete", is here selected by the means for operation 203 in the interactive menu. Since the display surface and the sensor surface represent the same component in the sense of the display 202, the input surface 207 comprises elements of display and also possibilities for interaction with the display 202. For instance, strokes 271 are already displayed in the input surface 207 and optionally writing lines 272 for practicing letters or words. Here, the broken elements 273 indicate the regions where e.g. a pupil is asked to complete the same. These broken lines only correspond to an ideal or possible completion. However, since the input surface 207 reacts everywhere to touches, it is ensured that also a non-ideal completion of the given strokes 271 can be detected by the digital writing learning aid 200 and analyzed in the further course. The illustrated completion of letters is here definitely not the only option. For instance, it is also possible to copy complete words with the help of this coupled display made up of display surface and sensor surface or to represent the transitions between letters in handwriting. Other, more abstract forms are also conceivable. The options shown in Fig. 2a shall definitely not be interpreted as restrictions in this sense, but just serve the purpose of illustration.

Fig. 2b shows an embodiment of the representation of the evaluation of an inputted character. To this end the inputted character 274 (in the case of letters together with the lines 272) is preferably displayed in the input field 207 on the display 202. This is in the illustrated case the character string inputted by the pupil. It may also be provided that as a better optical comparison basis the corresponding task character is illustrated in a different color or in broken line. Moreover, an evaluation menu 230 can be called e.g. by selecting the corresponding entry in the interactive menu 206 (evaluation) with the means for operation 203. Alternatively, within the scope of a task series the corresponding menu item may also be selected before the beginning of the task series, whereby after completion of each task character an evaluation is automatically made. The evaluation comprises at least a representation 231 in which an evaluation of the inputted character is provided with respect to the task character. For improved interaction with the pupil this is preferably designed in an age-appropriate way. Therefore, whenever a selection is made among several evaluation representations, at least one should be present that allows an evaluation of the inputted character in an optically simple way. The variant via "smileys" of the evaluation 231 , as is here shown, is only one possible configuration. Since the digital writing learning aid 200 should particularly also be suited for use in the classroom, there are preferably further setting options for representing the evaluation, which may include detailed specifications and display the same in other forms of representation, e.g. with the help of bar charts. Furthermore, it may be provided within the scope of an exercise series that in addition to the evaluation 231 a proposal 232 is displayed to the pupil. The proposal 232 can here be made either automatically by the digital writing learning aid 200 on the basis of the complete evaluation or, however, e.g. generated by further instructions of the teacher. However, since the assessment of the image of writing of each pupil by the teacher is always subjective, an automated generation of the proposal 232 by the digital writing learning aid 200 must be regarded to be more advantageous. The proposal 232 may be made interactively. This means that for instance the pupil by clicking on a link 233 can get to the task according to the proposal. Thereupon the display 202 will automatically change the form of representation according to the new task formulation. It may also be provided that, although the proposal 232 is displayed, the pupil is instructed to get to the correspondingly new task character through interactions with the interactive menu 206 with the help of the means for operation 203 or in some configurations by using other aids, such as fingers or other writing utensils. Since this requires further cognitive skills of the pupil beyond the learning of writing skills, additional learning incentives can be created here.

Fig. 3 shows a visualization of the evaluation process which is carried out within the digital writing learning aid in connection with a continued training session. In the following discussion of the degree of correspondence or of the evaluation, it should be noted in advance that both can be determined on different bases. For instance, the degree of correspondence is determined preferably either on a point basis (each inputted data point is compared with a point in the task character), stroke basis (an inputted line segment is compared with a line segment in the task character) or on the basis of the whole character (the complete inputted character is compared with the task character). Combinations are also possible. From the correspondences determined in this way an evaluation of the whole inputted character can then be carried out on the basis of different criteria, wherein statements are made with respect to the criteria on the basis of the determined correspondences on point, stroke or character string basis or combinations thereof.

As shown in Fig. 3, a first task character is first displayed with the start of the training session. This task character can be chosen at random or indicated by resorting e.g. to already stored data of the special pupil or to specifications made by the teacher. A profile is further provided in the storage medium for each task character. This profile is needed for the later evaluation of an inputted character and therefore contains data on the optimum way of writing of the respective character. After the task character has appeared, the pupil inputs a character with the help of the means for operating the sensor surface. For the sake of simplicity this time sequence is not shown in Fig. 3. After the input has been made, the inputted character can be evaluated automatically or according to a corresponding selection in the interactive menu. It may be provided that new tasks or task characters are displayed for the pupil, depending on the evaluations. A first coarse distinction in the evaluations could be provided in the sense of a "very good", "good" or "insufficient" correspondence of the inputted character with the task character. Several criteria may here be used for the evaluation. The general correspondence of the task character with the inputted character and criteria regarding the character speed and the character pressure shall here be mentioned as examples. Further evaluation criteria could be the number of the stops within one character and together with this a statement on how fluently the character was inputted. The base data, i.e. the data generation location, generation speed and generation pressure which can directly be determined by the device through the input of a character, are here e.g. determined according to known methods, as in DE 1951 1470 C1 . The generation acceleration is advantageously determined as a numerical derivation of the generation speed. Further criteria can then be gained from combination or further analysis of these data to achieve a complete analysis of the inputted character.

The further course of the exercise then depends on the classification into the evaluation classes. For instance, in the case of a "very good" evaluation of the inputted character, it may be provided that a new task in the sense of a new character or a generally new exercise is displayed for improving the writing skills at a higher degree of difficulty. This can then be tackled again by the pupil and is subsequently evaluated. The evaluation benchmark "very good" is here of course only a very rough verbal classification. The evaluation criteria proper that can be used for the evaluation by the digital writing learning aid could define a percentage correspondence of the inputted character with the profile of the task character. For instance, if the correspondence is more than 90%, this may be enough for a "very good" evaluation. This limit can also be set at any desired other percentages. It should also be noted that the suggested continuation of the learning program with tasks having a higher degree of difficulty need not necessarily take place because of a "very good" evaluation. For instance, it may be provided that with a barely reached "very good" evaluation the same character is displayed once again to improve the result or to check whether the pupil's performance level really corresponds to this evaluation benchmark or whether the correspondence was rather by chance.

The same is true for an evaluation with„good". This may e.g. cover a range extending from a 60% correspondence of the inputted character with the task character to a 90% correspondence or up to the limit of the„very good" evaluation. Depending on the tendency, i.e. whether the „good" evaluation was just barely reached or whether the evaluation is to be classified as being just below the limit towards„very good", a different further procedure of the learning program may here take place. In the case of a "good" evaluation with the limit towards "very good", it may be provided that the same task character is once again displayed so as to be able to make a definite statement on the real performance level of the pupil. If the "good" evaluation rather tends towards a classification within the "insufficient" evaluation, either the same task character may be displayed again and a renewed input of the pupil can be expected or however an entirely new task character may be displayed that shows the same degree of difficulty. A renewed evaluation and classification into the evaluation categories is subsequently also made in this instance. In the case of an "insufficient" evaluation, which ranges from virtually no correspondence of the task character with the inputted character to the lower limit of the "good" evaluation, it must in general be assumed that there are deficits that cannot be eliminated by simply repeating the same task character. This demonstrates a considerable advantage of the digital writing learning aid over the subjective estimation of teachers.

Owing to the great number of possible evaluation criteria, it is possible with a suitable algorithm to isolate the movement sequences that lead to the deficits. For instance, with an "insufficient" evaluation that was reached at the limit towards the "good" evaluation, the same task character can once again be displayed according to the procedure with the "good" evaluation, the task character being then repeatedly inputted by the pupil. On this basis it is possible to make a renewed evaluation that will then reflect the real performance level of the pupil again. If an "insufficient" evaluation was made that is far from the "good" evaluation range, it is substantially possible to employ two alternative procedures. On the one hand, it is possible to display a task character from the preceding exercise sequence with a lower degree of difficulty. If no deficits show up and if there is e.g. at least a "good" evaluation, a task character with the original difficulty can be displayed again to locate the causes for the deficits. If deficits can already be recognized in the case of the task character presented, a new task character, adapted to the deficits, may be displayed. Owing to the extensive evaluation criteria the new character can here be adapted as efficiently as possible to the pupil's real deficits. If it is e.g. recognized that the pupil has difficulties in writing individual letter parts, these very letter parts or matching exercises with abstract forms and lines can be displayed as task character strings. Another conceivable possibility would be that the pupil has problems in writing letter transitions. This is recognized by the digital writing learning aid, and task characters are displayed that consist for instance only of two letters, but contain the critical letter transitions. If the write learning aid detects that, on the basis of the inputted character and the associated evaluation, the style of writing is e.g. convulsive, the digital writing learning aid can display new task characters that are advantageous for simple general movement exercises for improving the way how the means for operating the sensor surface or a general stylus is held.

The sequences shown in the previous paragraph shall just be understood as examples. To be more specific, further subdivisions of the evaluations into individual evaluation classes are possible. This finer subdivision can preferably be carried out internally in the digital writing learning aid. The number of the outputted evaluation criteria and evaluation classes should however be kept as simple as possible if it is intended that the pupil himself/herself also understands these evaluations. It may here be of advantage to have the possibility of setting different evaluation profiles. These evaluation profiles could then be tailored to the person to whom they are displayed. For instance, the evaluation profile which is displayed to a pupil can make evaluations by means of icons, such as „smileys", and only comprise a very limited number of evaluation criteria. The evaluation profile which is tailored to a teacher controlling the pupil's work can here show a much more detailed evaluation that consists of a great number of evaluation criteria and contains exact percentage information or e.g. bar diagrams. A very great number of variants are here conceivable owing to the advantages of interactive touch displays. Likewise, the further procedure which is only mentioned by way of example and takes place after the inputted task character has been evaluated is here to be understood only in the manner of a sketch. Due to the performance of today's standard processors the algorithm may show almost any complexity and thus adaption of the new task character strings, depending on the evaluation. It should also be noted that particularly the new task character strings which are adapted to deficits can issue in the case of an insufficient evaluation from the previous task character in that the same is displayed only in part, i.e. individual characters, letters or individual strokes.

Claims

1 . A device for comparing inputted characters with predetermined characters, particularly for acquiring fine-motor and graphomotoric skills, comprising a sensor surface for detecting an inputted character, a means for operating the sensor surface and for inputting the character, a display surface for displaying a task character, a processor unit for evaluating and comparing the inputted character with respect to location of the character generation and generation speed with the task character, and a storage medium for storing task characters and inputted characters, characterized in that the sensor surface and the processor unit are adapted to compare the inputted character with the task character with respect to generation pressure and generation acceleration for determining a degree of correspondence; and the processor unit, the display surface and the storage medium are adapted to make an evaluation with respect to the degree of correspondence of the inputted character with the task character on the basis of plural, but at least two, criteria.

2. The device according to claim 1 , characterized in that sensor surface and display surface are provided in the form of a touchscreen to be congruent at least in part.

3. The device according to any one of claims 1 or 2, characterized in that the display surface is adapted to optically display the evaluation of the degree of correspondence of the inputted character with the task character.

4. The device according to any one of claims 1 to 3, characterized in that the sensor surface is adapted to produce data on the generation pressure of the inputted character and to pass them on to the processor unit and the storage unit.

5. The device according to any one of claims 1 to 4, characterized in that the display surface can further display interactive components, such as menus and operating elements, and the sensor unit and the means for operation are provided such that access to the interactive components is enabled by them.

6. The device according to any one of claims 1 to 5, characterized in that the display surface can display a task character to be completed that is produced by the storage unit and the processor unit on the basis of a complete task character.

7. The device according to any one of claims 1 to 6, characterized in that the processor unit is adapted to select one among a series of task characters stored in the storage medium.

8. The device according to any one of claims 1 to 7, characterized in that the processor unit and the storage unit are adapted to evaluate the degree of correspondence either directly after termination of the character, or at a later time.

9. The device according to any one of claims 1 to 8, characterized in that the processor unit can display - according the degree of correspondence - a new task character that is either the same as the previous task character or is a new task character.

10. The device according to any one of claims 1 to 9, characterized in that the display surface is adapted, depending on the task character, to display a specific background for the task character.

1 1 . A method for acquiring fine-motor and graphomotoric skills, wherein a task character is displayed and an inputted character is compared with the task character on the basis of a profile belonging to the task character with respect to location of the character generation and generation speed, characterized in that:

the profile belonging to the task character also comprises data on the generation pressure and the generation acceleration;

the inputted character is compared with the task character with respect to generation pressure and generation acceleration for determining a degree of correspondence; and an evaluation is made according to the degree of correspondence on the basis of plural, but at least two, criteria.

12. The method according to claim 1 1 , characterized in that a task character to be completed is displayed on the basis of a complete task character, wherein the task character to be completed is created by omitting a part of the complete task character.

13. The method according to claim 12, characterized in that the inputted character that was inputted to the task character to be completed is compared in the parts to be completed with respect to location of the character generation, generation speed, generation pressure and generation acceleration with the complete task character.

14. The method according to claim 12, characterized in that the inputted character that was inputted to the task character to be completed is completely compared with respect to location of the character generation, generation speed, generation pressure and generation acceleration with the complete task character.

15. The method according to any one of claims 1 1 to 14, characterized in that the evaluation of the degree of correspondence is displayed by means of optical displays, such as a correspondence bar.

16. The method according to any one of claims 1 1 to 15, characterized in that the evaluation of the degree of correspondence is performed either

directly after termination of the character, or

at a later time.

17. The method according to any one of claims 1 1 to 16, characterized in that additional interactive components, such as menus and operating elements, are displayed.

18. The method according to any one of claims 1 1 to 17, characterized in that the task character is selected among a series of task characters automatically or manually.

19. The method according to any one of claims 1 1 to 18, characterized in that after evaluation according to the degree of correspondence a new task character is displayed that is either the same as the previous task character or is a new task character.

20. The method according to any one of claims 1 1 to 19, characterized in that the degree of correspondence is based on at least two criteria consisting of character speed, support pressure, way of holding, stops, acceleration, location of the character generation.