Drawing pictures during learning from scientific text: TESTING the generative drawing effect and the prognostic drawing effect
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In: Contemporary Educational Psychology, Vol. 39, No. 4, 01.10.2014, p. 275-286.
Research output: Journal contributions › Journal articles › Research › peer-review
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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 -