2. Preliminary Study on Haptic Approach in Learning Jawi Handwriting Skills 169
rehabilitative devices, and scientific visualisations. Haptic systems and equipment are
new additions to multimodal systems. For example, a combination of visual displays
with haptic technology can be used to teach or train a person a task that requires hand-
eye coordination, such as surgical operations, vessel operations, handwriting [2], [28]
and learning [3], [4].
Several visual haptic applications have been developed for training or teaching and
learning handwriting of various language characters such as for cursive Latin [5], [6],
[7], [8], [9], Japanese [10], [11], [12], Chinese [13], [14], Arabic [12], Tamil [15] and
Persian [16]. Yet, no study has been done on visual haptic application in Jawi script.
For that purpose, a preliminary study was conducted to investigate the problems and
related issues in the current process of teaching and learning Jawi handwriting skills.
Subsequently, how haptic approach can help and the benefits of haptic approach are
highlighted in this paper.
The remainder of this paper is organised as follows: Section 2 presents related
works on advantages and potential of visual haptic technology in teaching and
learning handwriting skills. In Section 3, the preparation of materials and methods for
this preliminary study is discussed. Section 4 discusses the results of the preliminary
analysis and Section 5 highlights our findings and potential future works.
2 Related Works
Several studies have shown that visual haptic technology can be extended and applied
in teaching and learning writing skills for pupils between five to ten years old [7], [8],
[2], [28], [29]. Figure 1 describes the conventional and haptic approach in learning
handwriting skills. Hands-on learning or training method with the teachers will lead to
reliance on teachersâ skills [14] and the learning process will take time [7], [17].
Meanwhile, practical writing according to the provided letter template makes pupils
to be bored for repeating the same letters or words [14]. These conventional methods
need a new approach to enhance the learning process and to reduce the reliance on
teachers. With the haptic technology, teachersâ skills can be replicated in the teaching
of writing skills. It can also decrease the time consumed and provide the equivalent
opportunity for all pupils or trainees to learn under the same instructions [16].
The potential of haptic force feedback in controlling the movement of pupils to
learn how to write correctly has also been proven [18]. Bluteau et al. conducted an
experiment involving two Japanese alphabets and two Arabic alphabets to compare
three training techniques of haptic guidance to analyse the criteria of speed
(kinematic) and shape [12]. The findings showed that haptic guidance force feedback
generally improved the smoothness of the trajectory tracking of a visual-manual. This
guidance is important as pupils can be self-reliant and not to rely too much on
teachers or classes. Besides, the pupils can learn at their pace and they can have their
own self-advancement.
Bara et al. used a visuo-haptic and haptic exploration in the Latin alphabet
exercises designed to develop phonemic awareness, knowledge of letters and related
letter/sound in children aged 5 years on the understanding and application of the
principle characters [8]. Study by Eid et al. also showed that combining haptic
3. 170 M. Mat Amin, H. Badioze Zaman, and A. Ahmad
(a) Conventional approach (b) Haptic approach
Fig. 1. Conventional vs. haptic approach in handwriting skills learning
sensory modalities to enhance the ability to learn and a smooth writing letters in
different languages: English, Chinese, Japanese, French and Arabic [17, 19]. On the
other hand, Boroujeni and Meghdari reviewed the full haptic guidance mode and half
haptic guidance mode for the Persia handwriting [16].
In addition, teachers are able to check pupilsâ writings through the forms of the
letters the pupils write. However, teachers are not able to assess the correct stroke
order. Dix et al. explained that the most significant information in handwriting is not
the forms but the stroke information [20]. Law et al. also reported the results of
studies in Chinese characters where pupils often wrote letters in the wrong sequence
and caused stroke production mistakes including missed stroke, overdone stroke,
broken stroke, and connected stroke [21]. Tang et al. also developed a web system
that contained Automatic Feedback and Analysis (AFA) tool that can check a few
types of writing errors and provide useful feedback to the users [22]. However, the
AFA tool did not use haptic technology but it used the animation template provided
by the teacher. Meanwhile, a study by Wang et al. showed that the use of haptic
feedback in Chinese calligraphy training system was proven to help in reducing the
errors in writing and in improving writing speeds [14]. In this case, haptic technology
can mimic the role played by teachers in teaching and evaluating the correct way of
writing.
This study focuses on visual haptic approach as a potential teaching and learning
aid in Jawi handwriting skills in the Malaysian educational setting. Jawi is a script
derived from Arabic alphabets and it is adopted for the use of Malay language writing
[27]. Jawi writing skills are essential to be acquired by all Muslim pupils to enable
them to read and study in Islamic Education and to learn the language of the Al-
Quran. Primary school pupils who are weak in Jawi subject should be the focus at
early stage to ensure that no group is left behind in the national education system.
Pupils need to master Jawi, as the textbooks and examinations in the Islamic
Education are developed using Jawi script [24]. A review by Nik Rosila has
demonstrated that the mastery of Jawi skills among pupils is weak and it is
significantly correlated with pupilsâ achievement in Islamic Education [25]. This
4. Preliminary Study on Haptic Approach in Learning Jawi Handwriting Skills 171
situation is very worrying because the pupils will experience drop-out and it will be
difficult for them to understand the syllabus in the higher Islamic Education. The
failure or inability of some primary school pupils to acquire basic skills in Jawi is
among the challenges in education today.
According to Vinter and Chartel, the problem of learning to write can be found in
pupils, methods of teaching or interaction between them [23]. According to them also,
some researchers have also questioned the contents of handwriting teaching method
or time (period) allocated to teaching. Based on these literature reviews, a huge
potential for haptic technology in education and the problems in teaching and learning
handwriting skills have attracted this research to be conducted. Therefore, a
preliminary study was conducted that focused on the current problems, teaching and
learning methods used, frequent mistakes done by the pupils, and related issues in
learning Jawi handwriting skills in the Malaysian schools. Then, the results that
highlight the potential of haptic approach in teaching and learning Jawi handwriting
skills are introduced.
3 Materials and Methods
This section describes the matters related to the method used in the preliminary study
such as population and sampling, data collection procedure, and material design as well
as measurement. For the purpose of this preliminary study, an approval to conduct this
study was obtained from Bahagian Perancangan dan Penyelidikan Dasar Pendidikan,
Kementerian Pelajaran Malaysia and Jabatan Pelajaran Negeri Terengganu.
Two-phase analysis was done to study the current problems and related issues
faced by the pupils in learning Jawi handwriting skills. Phase one involves the
teachers engaging in questionnaires and interviews with experts. Next, phase two
involves observation in the classroom. This study involves mostly respondents from
three primary schools. Three instruments were used in this study: one questionnaire
(SKMJ) for teachers, one interview schedule named Skedul Temu Bual Dengan Pakar
Rujuk (STBPR) for Jawi experts, and one observation checklist or Senarai Semakan
Pemerhatian (SSPP) for pupils.
3.1 Questionnaire
The data of this study were collected by using personally administered approach. The
data were collected using a pre-tested questionnaire that contained closed-ended
questions, thus respondents were able to make quick response to choose among the
listed options. The questions focused on problems in learning Jawi handwriting skills,
frequent mistakes done by pupils in learning Jawi handwriting, and current methods
in teaching and learning Jawi writing skills. The respondents were required to indicate
their opinion using the five-point Likert scale where 1=strongly disagree, 2=disagree,
3=moderately agree, 4=agree, and 5=strongly agree on the statements given.
Complete questionnaires were reviewed and the results were analysed using basic
statistics, which is descriptive statistics.
5. 172 M. Mat Amin, H. Badioze Zaman, and A. Ahmad
3.2 Interview
Interview schedule named Skedul Temu Bual Dengan Pakar Rujuk (STBPR) was used
to conduct the interview. In the interview session, the experts were given questions
related to these three matters: Jawi teaching methods, current materials used, and
disadvantages of current method of teaching and learning Jawi writing skills in
particular. The results were analysed and summarised into a table.
3.3 Observation
Observation on pupils during their class in Jawi handwriting skills was carried out.
The way of writing and mistakes made by pupils were observed accordingly by using
observation checklist or Senarai Semakan Pemerhatian (SPP). Teacher was in the
class to assist and highlight the mistakes done by pupils. Photographs and video
recordings were also transcribed for the purpose of observation. Besides, the
interaction between teachers and pupils was also observed and analysed.
4 Results
4.1 Questionnaires
In the present study, reliability of the questionnaires was measured using Cronbachâs
coefficient alpha. This statistics reflects the consistency of respondentsâ answers
compared to all the items measured. A Cronbachâs alpha of 0.50 or greater is generally
considered acceptable [26]. The closer Cronbachâs alpha to 1, the higher the internal
consistency of the measure is. Table 1 shows that the Cronbachâs alpha exceeded the
minimum requirements for reliability in all domains of the questionnaire.
A total of 14 teachers from three schools answered the questionnaires (see Table 2).
Table 3 presents the respondentsâ demographic profiles in details. The respondents
who participated in this questionnaire were 85.7% female and 14.3% male. This study
also indicated that 57.1% teachers involved in Jawi Subject and 42.9% of them
involved in Jawi Remedial. For academic qualification, most of the respondents have
degree (57.1%), 28.6% have certificate, and 14.3% have diploma. In term of years of
service, 58.7% of the respondents have 1-10 years of experience in service, 28.4%
have 11-20 years of experience in service, and 14.2% have 21 years and above of
experience in service.
Table 1. Reliability analysis of the questionnaire
Category Items Cronbachâs
alpha
Problems of learning the skills to write Jawi 6 0.607
Frequent mistakes made by pupils in learning Jawi
handwriting skills
5 0.790
Methods of teaching and learning Jawi handwriting skills 5 0.910
6. Preliminary Study on Haptic Approach in Learning Jawi Handwriting Skills 173
Table 2. Involvement of the teachers from the selected schools
School No. of
teachers
Percent (%)
A 7 50.0
B 3 21.4
C 4 28.6
Total 14 100.0
Table 3. Demographic profiles of the respondents
Category Items Frequency Percent (%)
Gender Male
Female
2
12
14.3
85.7
Type of Jawi Class Jawi Subject
Jawi Remedial
8
6
57.1
42.9
Academic
qualification
Certificate
Diploma
Degree
4
2
8
28.6
14.3
57.1
Years of
experience in
teaching Jawi
0-10
11-20
21and above
8
4
2
57.4
28.4
14.2
The results pertaining to general problem faced by pupils in learning Jawi
handwriting skills are as shown in Table 4. The results reveal majority of the
respondents agreed, the most common problem is that Jawi script is not a daily
routine for pupils (mean=4.4). Then, this is followed by the conflict between Roman
and Jawi writing ways (mean=4.1), and seldom read Jawi script (mean=4.1), and
seldom write Jawi script (mean=4.0). The results also showed that the other common
problems faced by pupils are they have less interest in Jawi (mean=3.8) and no prior
knowledge or skills in writing Jawi (mean=3.6).
Table 5 presents the descriptive statistics for items related to the frequent mistakes
done by pupils in learning Jawi handwriting. It shows that the most frequent mistakes
done involves writing from left to right (mean=4.2) followed by writing incomplete
form of letters (mean=4.1) and incorrect sequence of writing letters (mean=4.0).
Other mistakes are inconsistent size of letters (mean=3.9) and reversal of letters or
words (mean=3.9).
Table 4. General problems faced by pupils in learning Jawi writing skills
Problems Mean
Conflict between Roman and Jawi writing ways 4.1
Seldom write Jawi script 4.0
Seldom read Jawi script 4.1
Jawi script is not a daily routine 4.4
No prior knowledge or skills in writing Jawi 3.6
Pupils have less interest in Jawi 3.8
7. 174 M. Mat Amin, H. Badioze Zaman, and A. Ahmad
Table 5. Frequent mistakes done by pupils in learning Jawi handwriting
Mistakes Mean
Incomplete form of letters 4.1
Incorrect sequence of writing letters 4.0
Writing from left to right 4.2
Inconsistent size of letters 3.9
Reversal of letters or words 3.9
Table 6 describes the current methods in learning Jawi writing skills. The most
commonly used approaches are writing letter sketches in the right direction (mean=4.5),
connecting broken lines of the letters or syllables of Jawi in the right way (mean=4.4),
and sketching forms that are similar to Jawi letters in the right way (mean=4.3). Other
approaches are rewriting from the examples provided (mean=4.1) and tracing letters in
the order (mean=3.9).
Table 6. Current methods in learning Jawi writing skills
Learning methods Mean
Sketching forms that are similar to Jawi letters in the right way 4.3
Writing letter sketches in the right direction 4.5
Rewriting from the examples provided 4.1
Connecting broken lines of the letters or syllables of Jawi in the right way 4.4
Tracing letters in the order 3.9
4.2 Interview
Interviews were conducted with five Jawi experts from a few institutions and
experienced teachers in Jawi teaching. Table 7 summarises the results from the
interview sessions. In the category of teaching methods, the two most commonly used
methods in teaching Jawi writing skills are pupils repeatedly trained to learn to write
Jawi and pupils learn through observation and imitate the way the teacher writes.
Teachers also hold pupilsâ hand to help them to write in the correct way. However,
some experts commented that for those pupils who did not concentrate, they might
just write by following the form of letters without considering the correct way and the
sequence of writing the letters. Therefore, teachers can only assess based on the form
of letters and not on the sequence of writing the letters.
The results also show that there is no courseware or tool developed specifically for
learning handwriting skills. Some experts commented that it depends on teachersâ
skills and initiatives to prepare the material for learning Jawi handwriting.
Meanwhile, the respondents agreed that less emphasis on the correct way of writing
Jawi is the main weaknesses of the current teaching and learning Jawi writing skills.
They also highlighted that some teachers were only concerned on the output and not
on the process in writing. Then, this is followed by teachers and pupils who do not
write according to the Enhanced Jawi Spelling, and lack of skilled teachers to teach
Jawi writing.
8. Preliminary Study on Haptic Approach in Learning Jawi Handwriting Skills 175
Table 7. Interview results on methods of teaching, materials for teaching, and current teaching
and learning weaknesses in learning Jawi writing skills
Category Comments by Interviewees
Methods of teaching Pupils repeatedly trained to learn to write Jawi
Pupils learn through observation and imitate the way the teacher
writes
Pupilsâ hands are held by teachers to help them write in the correct
way
Material of teaching No courseware or tool developed specifically for learning
handwriting skills
Teachersâ initiatives
Current teaching and
learning weaknesses
Less emphasis on the correct way of writing Jawi
Teachers were only concerned on the output and not on the
process in writing
Teachers and pupils do not write according to the Enhanced Jawi
Spelling
Lack of skilled teachers to teach Jawi writing
4.3 Observation
Observations have been conducted on 12 seven years old pupils. They were Year One
pupils from selected primary school. Table 8 shows the results of the observation. The
mistakes made by most pupils are writing incomplete form of character (75%) and
writing without following the correct sequence (75%). These are followed by mistakes
of writing with inconsistent size of letters (58.3%). It was found from the observation
that there were many mistakes made by pupils when writing mechanically. In addition,
there were also pupils who were still confused between Jawi script and Iqraâ. They
Table 8. Mistakes done by pupils based on observation
Pupil
Incomplete
form of letter
Incorrect
sequence of
writing letters
Write from
left to right
Inconsistent
of the size of
letter
Reversal of
letters or
words
1 â â â
2 â â
3 â â â â
4 â â â
5 â â â
6 â â â
8 â
9 â â
10 â â â â
11 â â â
12 â â
Total 9 9 3 7 4
Percent
(%)
75.0 75.0 25.0 58.3 33.3`
9. 176 M. Mat Amin, H. Badioze Zaman, and A. Ahmad
added lines in the reading of Jawi like in Iqraâ. The issue of right-handedness and left-
handedness also influenced the pupils to write Jawi correctly, where left-handed pupils
would find it hard to follow the right-handed teachers.
It was also found from the observation that the teachers had to keep repeating the
instruction to ensure the pupils gained the skills needed. The pupils were reminded
constantly by the teachers to write from right to left, about the form of the letters, and
so forth. Some pupils had their hands to be held by the teachers to write in the correct
way. Teachers also concentrated more to the weak pupils.
5 Discussions and Recommendations
From the analysis, it shows that the current practice in teaching and learning Jawi
handwriting skills is teacher-reliant. Teachersâ skills and presence were essential in
the process of learning Jawi handwriting. The teachersâ skills can be replicated using
haptic technology to reduce the reliance of the pupils to the presence of teachers.
Table 9 summarizes the current approach and the potential offerred by visual haptic
approach.
Practices and repetition of Jawi writing activities with the right skills will help
pupils better. The presence of teachers is important in the current learning and
assessment of Jawi subject. Pupils learn from the mistakes done and corrected by the
teachers. Haptic technology can be used to replicate teachersâ skills. Pupils can keep
practicing without or less supervision from the teacher as the haptic application can be
developed to guide and evaluate the learning of Jawi handwriting skill.
Teachersâ guide is very important at this stage to ensure that pupils master the
basic skills in writing Jawi. The teachersâ guide can be replicated using a new tool
such as haptic approach and it will be very helpful to the teachers and pupils. Visual
haptic application can be developed in full guidance mode, half-guidance mode, and
no guidance as implemented in current approach of learning Jawi.
Table 9. Summary of the current approach and potential offers by haptic approach
Conventional approach Haptic approach
Practices With the help from teachers With the help from haptic devices
Teaching methods Teacher-reliant Visual-haptic application tool and
self-reliant
Learning methods Teachers hold pupilsâ hands
Dotted line, tracing
Imitating teachersâ handwriting
Full guidance mode
Half guidance mode
No guidance
Assessment of
mistakes
Teachersâ assessment
Assessment by output
Haptic applicationâs evaluation
Assessment by output or/and
process of writing
Instructions Teachers concentrate more to
weak pupils
The haptic application provides
equivalent opportunity for all
pupils to learn under the same
instructions
Advancement Group advancement Individual advancement
10. Preliminary Study on Haptic Approach in Learning Jawi Handwriting Skills 177
Pupils tend to do mistakes in learning Jawi writing as most of the characters in
Jawi have various curvatures and forms. Besides, some Jawi letters have different
forms according to their location at the start, middle, or end of word. Mistakes will be
repeated if there is no guide and assessment from the teachers. Teachers can only
assess by the output and not by sequences of writing, unless they are present at all
time. By using haptic application, it can mimic the role played by teachers in
assessing the correct way of writing.
An effort to help pupils in learning Jawi handwriting skills has prompted the
researchers to develop a visual haptic application called Haptik-Visual Jawi (HV-
Jawi). Based on previous works, visual haptic applications can be a good learning
medium to support the learning of handwriting skills. It is expected that visual haptic
application can enhance Jawi handwriting skills.
5 Conclusion
This research aims is to develop a visual haptic application called HV-Jawi to
enhance Jawi handwriting skills for primary school pupils. The preliminary study
with the purpose of acquiring data for software requirement specification (SRS) was
conducted using various instruments such as SKMJ, STBPR, and SSPP. From the
analysis, it shows that the current practice in teaching and learning Jawi handwriting
skills is teacher-reliant. All the teachings and assessment need to be done with the
presence of the teachers. Haptic approach is going to be introduced to replicate the
teachersâ skills and to mimic the role of the teachers.
Previous studies have proven that visual haptic brings a lot of benefits in learning
environment of the handwriting of other languages and scripts [12, 13, 14, 16, 19].
Therefore, visual haptic technology can be a promising application in the process of
learning Jawi handwriting skills. The Haptik-Visual Jawi application (HV-Jawi) is
going to be designed and developed based on the results of this preliminary study.
The application expectantly attracts pupils to Jawi subject and they can pursue in
Islamic Education subject more effectively.
Acknowledgements. This research is supported by the National University of
Malaysia (UKM) under the grant of Projek Arus Perdana entitled Multi-Display
Interactive Visualisation Environment on Haptic Horizontal Surface (Grant No:
UKM-AP-ICT-16-2009) by the Institute of Visual Informatics. Their support is
greatly appreciated. Special thanks to Ministry of Higher Education (KPT), Ministry
of Education (KPM), and University of Sultan Zainal Abidin (UNISZA) for the help
and support in this research. We would also like to thank the schools, teachers, pupils,
and individuals who participated to this study.
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© Springer-Verlag Berlin Heidelberg 2011
Preliminary Study on Haptic Approach
in Learning Jawi Handwriting Skills
Maizan Mat Amin, Halimah Badioze Zaman, and Azlina Ahmad
Institute of Visual Informatics,
Universiti Kebangsaan Malaysia,
43600 Bangi, Selangor
maizan@unisza.edu.my, {hbzukm,azlinaukm}@gmail.com
Abstract. This paper presents the findings of preliminary study on haptic
approach in learning Jawi handwriting skills in the Malaysian educational
setting. This paper explores current problems, teaching and learning methods
used, frequent mistakes done by pupils, and related issues in learning Jawi
handwriting skills. The results show that the current approach is too reliant on
skills and presence of teachers in the learning and assessment process. The
visual haptic approach can be considered as having a very promising potential
to aid primary school pupils in teaching and learning Jawi handwriting skills.
The results provide important input for future works on Haptik-Visual Jawi
(HV-Jawi) application design and development.
Keywords: Handwriting skills, Jawi, Teaching and learning, Visual haptic,
Visual informatics.
1 Introduction
Media and technology are constantly being introduced in schools as they are said to
have a positive impact on teaching and learning. Reeves stated that there are two main
approaches in using media and technology in schools [1]. First, students can learn
âfromâ the media and technology such as computer-based instruction and integrated
learning systems. Second, students can learn âwithâ the media and technology, which
refers to the cognitive tools and learning environments based on constructivist
approach.
The importance of use of computers and Information and Communication
Technology (ICT) cannot be denied, as they have a great influence and potential to the
world of education. Innovative teaching using various methods such as multimedia
courseware, online teaching and learning resources, Internet, virtual reality [31][32],
haptic technology, and many others is important for pupils to learn more intensively
and to attract them to keep learning.
Visual haptic technology is part of visual informatics (another branch of ICT) that
can be explored to be used by pupils in improving teaching and learning process [30].
Haptic systems have great potential and they can be applied in many fields such as
simulation, teaching and learning aids, medical procedures and training, assistive and](https://image.slidesharecdn.com/17-141218052803-conversion-gate01/85/17-preliminary-study-on-haptic-approach-in-learning-jawi-handwriting-skills-1-320.jpg)
![Preliminary Study on Haptic Approach in Learning Jawi Handwriting Skills 169
rehabilitative devices, and scientific visualisations. Haptic systems and equipment are
new additions to multimodal systems. For example, a combination of visual displays
with haptic technology can be used to teach or train a person a task that requires hand-
eye coordination, such as surgical operations, vessel operations, handwriting [2], [28]
and learning [3], [4].
Several visual haptic applications have been developed for training or teaching and
learning handwriting of various language characters such as for cursive Latin [5], [6],
[7], [8], [9], Japanese [10], [11], [12], Chinese [13], [14], Arabic [12], Tamil [15] and
Persian [16]. Yet, no study has been done on visual haptic application in Jawi script.
For that purpose, a preliminary study was conducted to investigate the problems and
related issues in the current process of teaching and learning Jawi handwriting skills.
Subsequently, how haptic approach can help and the benefits of haptic approach are
highlighted in this paper.
The remainder of this paper is organised as follows: Section 2 presents related
works on advantages and potential of visual haptic technology in teaching and
learning handwriting skills. In Section 3, the preparation of materials and methods for
this preliminary study is discussed. Section 4 discusses the results of the preliminary
analysis and Section 5 highlights our findings and potential future works.
2 Related Works
Several studies have shown that visual haptic technology can be extended and applied
in teaching and learning writing skills for pupils between five to ten years old [7], [8],
[2], [28], [29]. Figure 1 describes the conventional and haptic approach in learning
handwriting skills. Hands-on learning or training method with the teachers will lead to
reliance on teachersâ skills [14] and the learning process will take time [7], [17].
Meanwhile, practical writing according to the provided letter template makes pupils
to be bored for repeating the same letters or words [14]. These conventional methods
need a new approach to enhance the learning process and to reduce the reliance on
teachers. With the haptic technology, teachersâ skills can be replicated in the teaching
of writing skills. It can also decrease the time consumed and provide the equivalent
opportunity for all pupils or trainees to learn under the same instructions [16].
The potential of haptic force feedback in controlling the movement of pupils to
learn how to write correctly has also been proven [18]. Bluteau et al. conducted an
experiment involving two Japanese alphabets and two Arabic alphabets to compare
three training techniques of haptic guidance to analyse the criteria of speed
(kinematic) and shape [12]. The findings showed that haptic guidance force feedback
generally improved the smoothness of the trajectory tracking of a visual-manual. This
guidance is important as pupils can be self-reliant and not to rely too much on
teachers or classes. Besides, the pupils can learn at their pace and they can have their
own self-advancement.
Bara et al. used a visuo-haptic and haptic exploration in the Latin alphabet
exercises designed to develop phonemic awareness, knowledge of letters and related
letter/sound in children aged 5 years on the understanding and application of the
principle characters [8]. Study by Eid et al. also showed that combining haptic](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)