Drawing pictures during learning from scientific text: testing the generative drawing effect and the prognostic drawing effect |
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| Authors: | Annett Schmeck Richard E Mayer Maria Opfermann Vanessa Pfeiffer Detlev Leutner |
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| Institution: | 1. Department of Instructional Psychology, University of Duisburg-Essen, Berliner Platz 6-8, D-45127 Essen, Germany;2. Psychology, University of California at Santa Barbara, Santa Barbara, CA 93106, USA;3. Didactics of Biology, University of Duisburg-Essen, Universitätstraße 2, D-45117 Essen, Germany |
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| Abstract: | 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. |
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| Keywords: | Text comprehension Drawing Generative learning activities Generative drawing effect Prognostic drawing effect |
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