TY - JOUR

T1 - Drawing pictures during learning from scientific text

T2 - TESTING the generative drawing effect and the prognostic drawing effect

AU - Schmeck, Annett

AU - Mayer, Richard E.

AU - Opfermann, Maria

AU - Pfeiffer, Vanessa

AU - Leutner, Detlev

PY - 2014/10/1

Y1 - 2014/10/1

N2 - Does using a learner-generated drawing strategy (i.e., drawing pictures during reading) foster students' engagement in generative learning during reading? In two experiments, 8th-grade students (Exp. 1: N = 48; Exp. 2: N = 164) read a scientific text explaining the biological process of influenza and then took two learning outcome tests. In Experiment 1, students who were asked to draw pictures during reading (learner-generated drawing group), scored higher than students who only read (control group) on a multiple-choice comprehension test (d = 0.85) and on a drawing test (d = 1.15). In Experiment 2, students in the learner-generated drawing group scored significantly higher than the control group on both a multiple-choice comprehension test (d = 0.52) and on a drawing test (d = 1.89), but students who received author-generated pictures in addition to drawing or author-generated pictures only did not. Additionally, the drawing-accuracy scores during reading correlated with comprehension test scores (r =.623, r =.470) and drawing scores (r =.620, r =.615) in each experiment, respectively. These results provide further evidence for the generative drawing effect and the prognostic drawing effect, thereby confirming the benefits of the learner-generated drawing strategy.

AB - Does using a learner-generated drawing strategy (i.e., drawing pictures during reading) foster students' engagement in generative learning during reading? In two experiments, 8th-grade students (Exp. 1: N = 48; Exp. 2: N = 164) read a scientific text explaining the biological process of influenza and then took two learning outcome tests. In Experiment 1, students who were asked to draw pictures during reading (learner-generated drawing group), scored higher than students who only read (control group) on a multiple-choice comprehension test (d = 0.85) and on a drawing test (d = 1.15). In Experiment 2, students in the learner-generated drawing group scored significantly higher than the control group on both a multiple-choice comprehension test (d = 0.52) and on a drawing test (d = 1.89), but students who received author-generated pictures in addition to drawing or author-generated pictures only did not. Additionally, the drawing-accuracy scores during reading correlated with comprehension test scores (r =.623, r =.470) and drawing scores (r =.620, r =.615) in each experiment, respectively. These results provide further evidence for the generative drawing effect and the prognostic drawing effect, thereby confirming the benefits of the learner-generated drawing strategy.

KW - Drawing

KW - Generative drawing effect

KW - Generative learning activities

KW - Prognostic drawing effect

KW - Text comprehension

KW - Psychology

UR - http://www.scopus.com/inward/record.url?scp=84908311168&partnerID=8YFLogxK

U2 - 10.1016/j.cedpsych.2014.07.003

DO - 10.1016/j.cedpsych.2014.07.003

M3 - Journal articles

AN - SCOPUS:84908311168

VL - 39

SP - 275

EP - 286

JO - Contemporary Educational Psychology

JF - Contemporary Educational Psychology

SN - 0361-476X

IS - 4

ER -