Learning new words and spelling with autocorrections

We present a novel color-coded feedback method that highlights the types of corrections made by autocorrections. We then present results of a longitudinal user study with 7-8-year-old children that compared the new method with the conventional autocorrection feedback method, in terms of leaning new words and spelling. Results suggested that the new method better accommodates learning new words. Interestingly, learning was observed with the conventional feedback method as well, demanding further investigation into whether predictive methods are truly a barrier to learning new words and spelling.Supported in part by the Canada Research Chairs (CRC) We thank all students, teachers, and staffs of Colégio Teresiano Braga for their support. This work has been supported in part by the Canada Research Chairs (CRC) Program, the Human Potential Operating Programme (HPOP) of the European Social Fund, and the Portuguese Ministry for Science, Technology and Higher Education (MCTES) Postdoctoral Grant SFRH/BPD/111891/2015