How generative drawing affects the learning process: An eye-tracking analysis
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In: Applied Cognitive Psychology, Vol. 33, No. 6, 01.11.2019, p. 1147-1164.
Research output: Journal contributions › Journal articles › Research › peer-review
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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 -