TY - JOUR

T1 - How generative drawing affects the learning process

T2 - An eye-tracking analysis

AU - Hellenbrand, Johannes

AU - Mayer, Richard E.

AU - Opfermann, Maria

AU - Schmeck, Annett

AU - Leutner, Detlev

PY - 2019/11/1

Y1 - 2019/11/1

N2 - Generative drawing is a learning strategy in which students draw illustrations while reading a text to depict the content of the lesson. In two experiments, students were asked to generate drawings as they read a scientific text or read the same text on influenza with author-provided illustrations (Experiment 1) or to generate drawings or write verbal summaries as they read (Experiment 2). An examination of students' eye movements during learning showed that students who engaged in generative drawing displayed more rereadings of words, higher proportion of fixations on the important words, higher rate of transitions between words and workspace, and higher proportion of transitions between important words and workspace than students given a text lesson with author-generated illustrations (Experiment 1) or students who were asked to write a summary (Experiment 2). These findings contribute new evidence to guide theories for explaining how generative drawing affects learning processes.

AB - Generative drawing is a learning strategy in which students draw illustrations while reading a text to depict the content of the lesson. In two experiments, students were asked to generate drawings as they read a scientific text or read the same text on influenza with author-provided illustrations (Experiment 1) or to generate drawings or write verbal summaries as they read (Experiment 2). An examination of students' eye movements during learning showed that students who engaged in generative drawing displayed more rereadings of words, higher proportion of fixations on the important words, higher rate of transitions between words and workspace, and higher proportion of transitions between important words and workspace than students given a text lesson with author-generated illustrations (Experiment 1) or students who were asked to write a summary (Experiment 2). These findings contribute new evidence to guide theories for explaining how generative drawing affects learning processes.

KW - eye tracking

KW - generative drawing

KW - generative learning activities

KW - learning processes

KW - multimedia learning

KW - Psychology

UR - http://www.scopus.com/inward/record.url?scp=85066885346&partnerID=8YFLogxK

U2 - 10.1002/acp.3559

DO - 10.1002/acp.3559

M3 - Journal articles

AN - SCOPUS:85066885346

VL - 33

SP - 1147

EP - 1164

JO - Applied Cognitive Psychology

JF - Applied Cognitive Psychology

SN - 0888-4080

IS - 6

ER -