Fostering Generative Learning Activities During Reading: An Experimental Test of the Generative Drawing Principle and the Prognostic Drawing Principle

• In Event: Roundtable Session 34
  In Roundtable Session: Comprehension During and After Reading

Abstract

Using a learner-generated drawing strategy can foster students’ engagement in generative learning activities during reading. In our study, 48 eighth graders read a science text and were either instructed to generate drawings during reading, or received no specific instructions. Students in the drawing group scored higher than students who only read on both a multiple-choice comprehension test (partial eta2= .20), and on a drawing test (partial eta2= .23). Additionally, the drawing-accuracy scores during reading correlated with both learning-outcome scores (comprehension: r = .62; drawing test: r = .62). These results provide further evidence for the benefits of the learner-generated drawing strategy, particularly for the generative drawing principle as well as for the prognostic drawing principle.

Authors

• Annett Schmeck (nee Schwamborn), University Duisburg - Essen

• Richard E. Mayer, University of California - Santa Barbara

• Maria Opfermann, University of Duisburg-Essen

• Vanessa D.I. Pfeiffer, University of Duisburg-Essen

• Angela Sandmann, University Duisburg - Essen

• Detlev Leutner, University of Duisburg-Essen