Tegami Project

Even with proper training, up to one-third of children never truly master the skill of handwriting. In some cases, their difficulties are associated with severe cognitive deficiencies. In others, they may be due to temporary external factors such as anxiety or stress. In either case, difficulty with the motor process of writing may affect a child’s entire life, as it undermines performance and self-confidence in a wide variety of school activities.

Originally born from the Co-Writer research project, Tegami deploys powerful algorithms within an application allowing a deep, fast and multimodal analysis of handwriting as well as a remediation adapted to the specific handwriting problems detected. The main advantage of this tablet-based system is that it captures the dynamic features of writing, such as velocity, acceleration, pressure and pen tilt – something a human expert is unable to do to. From this analysis, the application enables the early detection of handwriting difficulties from its light to severe forms including dysgraphia.

In function of the handwriting difficulties detected (e.g. problems with pressure, shakiness, control of speed, …), the application is able to suggest remediation activities tailored to the writer’s need. Tegami also offers the possibility to monitor/analyse the handwriting progress of children thanks to its monitoring dashboard.

With this project, we work with children with handwriting difficulties in primary schools, with teachers, therapists and parents.

Analysis and Remediation of Handwriting difficulties

T. L. C. Asselborn / P. Dillenbourg (Dir.)  

Lausanne, EPFL, 2020. 

Automated human-level diagnosis of dysgraphia using a consumer tablet

T. L. C. Asselborn; T. Gargot; L. Kidzinski; W. Johal; D. Cohen et al. 

npj Digital Medicine. 2018-08-31. Vol. 1, p. 42. DOI : 10.1038/s41746-018-0049-x.

Bringing letters to life: handwriting with haptic-enabled tangible robots

A. Güneysu Özgür; T. L. C. Asselborn; K. Mrini; E. Yadollahi; A. Özgür et al. 

2018. IDC ’18 Proceedings of the 17th ACM Conference on Interaction Design and Children, Trondheim, Norway, June 19 – 22, 2018. p. 219-230. DOI : 10.1145/3202185.3202747.

CoPainter: Interactive AI drawing experience

P. Golinski 

2019-01-17.

CoWriting Kazakh: Learning a New Script with a Robot

A. Sandygulova; W. Johal; Z. Zhexenova; B. Tleubayev; A. Zhanatkyzy et al. 

2020-03-10. HRI ’20: ACM/IEEE International Conference on Human-Robot Interaction, Cambridge, United Kingdom, March, 2020. DOI : 10.1145/3319502.3374813.

Designing Configurable Arm Rehabilitation Games: How Do Different Game Elements Affect User Motion Trajectories?

A. Güneysu Özgür; M. J. Wessel; T. L. C. Asselborn; J. K. Olsen; W. Johal et al. 

2019-10-07. 2019 41st Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC), Berlin, Germany, Jul 23-27, 2019. p. 5326-5330. DOI : 10.1109/EMBC.2019.8857508.

The Dynamics of Handwriting Improves the Automated Diagnosis of Dysgraphia

K. Zolna; T. L. C. Asselborn; C. Jolly; L. Casteran; M-A. Nguyen-Morel et al. 

ArXiv. 2019-06-12. 

Emotion and Attention loss detection for Co-Writer

L. Bommottet; C. Cadoux 

2017-06-21.

Extending the Spectrum of Dysgraphia: A Data Driven Strategy to Estimate Handwriting Quality

T. L. C. Asselborn; M. Chapatte; P. Dillenbourg 

Scientific Reports. 2020-02-21. Vol. 10, num. 1, p. 3140. DOI : 10.1038/s41598-020-60011-8.

Iterative Classroom Teaching

S. T. Yeo; K. Parameswaran; A. Singla; M. Arpit; T. L. C. Asselborn et al. 

2019. 33rd AAAI Conference on Artificial Intelligence / 31st Innovative Applications of Artificial Intelligence Conference / 9th AAAI Symposium on Educational Advances in Artificial Intelligence, Honolulu, Hawaii, USA, January 27 – February 1, 2019. p. 5684-5692.

Keep on Moving! Exploring Anthropomorphic Effects of Motion during Idle Moments

T. L. C. Asselborn; W. Johal; P. Dillenbourg 

2017. 26th IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN), Lisbon, Portugal, Aug 28 – Sept 1, 2017.. p. 897-902. DOI : 10.1109/ROMAN.2017.8172409.

Learning By Collaborative Teaching : An Engaging Multi-Party CoWriter Activity

L. El-Hamamsy; W. Johal; T. L. C. Asselborn; J. Nasir; P. Dillenbourg 

2019. The 28th IEEE International Conference on Robot & Human Interactive Communication (RoMan 2019), New Delhi, India, October 14 – 18, 2019. DOI : 10.1109/RO-MAN46459.2019.8956358.

“It Is Not the Robot Who Learns, It Is Me.” Treating Severe Dysgraphia Using Child–Robot Interaction

T. Gargot; T. L. C. Asselborn; I. Zammouri; J. Brunelle; W. Johal et al. 

Frontiers in Psychiatry. 2021-02-22. DOI : 10.3389/fpsyt.2021.596055.

The transferability of handwriting skills: from the Cyrillic to the Latin alphabet

T. L. C. Asselborn; W. Johal; B. Tleubayev; Z. Zhexenova; P. Dillenbourg et al. 

npj Science of Learning. 2021-02-23. DOI : 10.1038/s41539-021-00084-w.

Unsupervised extraction of students navigation patterns on an EPFL MOOC

T. L. C. Asselborn; V. Faramond; L. P. Faucon 

2017.