We designed a virtual hand-writing teaching system for children with handwriting difficulties due to attention or motor deficits, using a haptic interface that could provide a neutral, repetitive engaging approach to letter writing. The approach we took to accomplish this included: (a) Using letter primitives, (b) User friendly interface for teachers, therapists, subjects and parents, (c) Adjustable force and assessment mode, and (d) Quantitative reports. We evaluated 4 subjects. We obtained pre-training letter formation, then followed with a prescribed training session in which a fixed number of haptic driven repetitions was performed. Subjects were post-tested with free-form letter writing. Anecdotally, 2 children had obvious improvement in accuracy of letter formation, one slowed down speed with which he formed letters, which resulted in more legible handwriting. Children were engaged in the process and reported they had fun and would do it again.
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