Mechanisms and Limits of Digital Process Visualization in Brush-Calligraphy Copying in Primary and Secondary Schools

Sun Siyuan

doi:10.55927/eajmr.v5i9.321

Authors

Sun Siyuan Quanzhou Normal University, Quanzhou

DOI:

https://doi.org/10.55927/eajmr.v5i9.321

Keywords:

Calligraphy Education, Brush-Calligraphy Copying, Process Visualization, Augmented Feedback, Formative Assessment

Abstract

Digital sensing and video recording preserve trajectory, velocity, pressure, and brush posture, making transient brush movements available for classroom review and comparison. Visibility alone does not establish motor competence. Through a problem-oriented narrative synthesis and conceptual analysis, this study compares six core empirical sources retrieved through August 8, 2026, by participants, writing tasks, process measures, feedback design, and retention or transfer evidence. The literature suggests that process visualization can support joint observation, problem localization, and feedback dialogue. Studies involving adults, other writing systems, or ordinary pen handwriting offer evidence about possible mechanisms but cannot establish overall effectiveness in school-based Chinese brush calligraphy. The proposed framework distinguishes process recording, diagnostic evidence, regulatory evidence, and learning evidence.

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