Computer mediated multimodal text production

The study explores the diverse learning style preferences in a classroom and their impact on writing development. Over a year, the author taught a class of ten-year-olds, transitioning their writing from monomodal handwritten texts to multimodal computer-mediated formats. By analyzing the learning environment and observing changes over ten months, the research reveals strong patterns linked to students' cognitive styles. Utilizing the theory of transmediation, it highlights how individual styles influence the transfer of material across different semiotic modes.