Drawing as a Generative Activity and Drawing as a Prognostic Activity
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Journal of Educational Psychology, Jahrgang 102, Nr. 4, 11.2010, S. 872-879.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Drawing as a Generative Activity and Drawing as a Prognostic Activity
AU - Schwamborn, Annett
AU - Mayer, Richard E.
AU - Thillmann, Hubertina
AU - Leopold, Claudia
AU - Leutner, Detlev
PY - 2010/11
Y1 - 2010/11
N2 - In this study, 9th-grade students (N = 196) with a mean age of 14.7 years read a scientific text explaining the chemical process of doing laundry with soap and water and then took 3 tests. Students who were instructed to generate drawings during learning scored higher than students who only read on subsequent tests of transfer (d = 0.91), retention (d = 0.87), and drawing (d = 2.00). For students who were instructed to generate drawings during learning, those who generated high-accuracy drawings (according to a median split) scored higher than students who generated low-accuracy drawings on subsequent tests of transfer (d = 0.99), retention (d = 0.79), and drawing ( d = 1.87); furthermore, drawing-accuracy scores during learning correlated with learning-outcome scores on transfer ( r = .57), retention ( r = .50), and drawing ( r = .82). Results suggest that drawing can serve as a generative activity and as a prognostic activity.
AB - In this study, 9th-grade students (N = 196) with a mean age of 14.7 years read a scientific text explaining the chemical process of doing laundry with soap and water and then took 3 tests. Students who were instructed to generate drawings during learning scored higher than students who only read on subsequent tests of transfer (d = 0.91), retention (d = 0.87), and drawing (d = 2.00). For students who were instructed to generate drawings during learning, those who generated high-accuracy drawings (according to a median split) scored higher than students who generated low-accuracy drawings on subsequent tests of transfer (d = 0.99), retention (d = 0.79), and drawing ( d = 1.87); furthermore, drawing-accuracy scores during learning correlated with learning-outcome scores on transfer ( r = .57), retention ( r = .50), and drawing ( r = .82). Results suggest that drawing can serve as a generative activity and as a prognostic activity.
KW - Drawing
KW - Multimedia learning
KW - Text comprehension
KW - Psychology
UR - http://www.scopus.com/inward/record.url?scp=78649702399&partnerID=8YFLogxK
U2 - 10.1037/a0019640
DO - 10.1037/a0019640
M3 - Journal articles
AN - SCOPUS:78649702399
VL - 102
SP - 872
EP - 879
JO - Journal of Educational Psychology
JF - Journal of Educational Psychology
SN - 0022-0663
IS - 4
ER -