Using Keyboards Boosts Students' Exam Scores

New research suggests that students who type their exam answers achieve higher scores, raising important questions about the future impact of digital GCSE and A-level exams.

The study, conducted at University College London, compared state school pupils’ performance in handwritten essays versus typed ones under mock exam conditions. Results showed that all students — including those with learning difficulties — performed significantly better when using keyboards.

Emma Sumner, senior lecturer in psychology and education at Liverpool John Moores University, who led the research, described the improvements as “dramatic.” She argued that schools must begin providing laptops and teaching typing skills, especially as exam boards prepare to roll out digital assessments within the next five years.

“Exams are time-limited and require students to transcribe their thoughts quickly,” Sumner explained. “Typing is often faster and allows for easier revisions without messy crossing out, which can be a real advantage.”

“More research is needed to understand whether changing the format or medium of exams alters what is actually being assessed,” the study noted. “That’s a crucial next step.”

For pupils without literacy challenges, over half wrote more words when typing compared to handwriting, with their scores improving by an average of 17%. Those with diagnosed learning difficulties saw test scores rise by 14% on average and produced 31% more words than when writing by hand.

Pearson Edexcel has announced plans to make all GCSEs available onscreen by 2030, following pilot exams in English language and literature. AQA also intends to introduce online GCSEs in several subjects from 2027, pending approval from Ofqual, England’s exam regulator.

According to Sumner, this shift means schools must reconsider where touch-typing can be integrated into an already crowded curriculum. “If GCSEs are going online, mock exams will also need to be online, and that will gradually filter down,” she said. “We should be thinking of typing alongside handwriting, not as a replacement.”

She added that handwriting should not be overlooked, as evidence shows it supports memory and information recall in ways typing does not, offering potential cognitive benefits.

Currently, students in England may use keyboards in exams if permitted by their school or exam centre as part of reasonable adjustments for those with identified needs.

The researchers cautioned that greater oversight is needed to ensure keyboard use in exams does not unfairly benefit pupils without special educational needs. At present, schools can allow GCSE candidates to type their answers without regulatory approval, raising concerns about unequal access.

Sumner noted this creates the risk that some schools may inadvertently give certain pupils an advantage, while others lack the resources to provide laptops for those who genuinely need them.

“Many state school staff we spoke to were deeply committed and wanted to support their students,” she said. “But they were constrained by limited time and resources. In some cases, teachers knew a pupil would perform better using a word processor, but without a laptop available, that simply wasn’t possible.”

The study, which involved 156 GCSE students — around half with formally identified learning difficulties — has not yet been published or peer-reviewed. Sumner acknowledged it was a “staged experiment” using past exam papers, which may have influenced the outcomes.

Meanwhile, a separate technological development will affect 100,000 students in England this year, who will be able to access their GCSE results through a new “education record” app currently being piloted by the Department for Education.