Learner-Generated Drawing: Differences Between Textbook-Based and Computer-Based Lessons

• In Event: 70.067 - Poster Session 15
  In Poster Session: 70.067-2 - Literacy: Cognitive and Affective Factors

Abstract

Research has shown that using a learner-generated drawing strategy fosters students’ engagement in generative learning during reading for textbook-based lessons, whereas results for computer-based lessons are mixed. To investigate, what causes this difference, we conducted a study following a 2x2-between-subjects design with ‘generation medium’ (paper vs. computer) and ‘reading medium’ (textbook vs. computer) as the two factors. 157 ninth graders were instructed to generate drawings (paper-based or computer-based) during reading a scientific text in a textbook or on a computer, and took three learning outcome tests afterwards (retention, transfer and drawing). Results show that drawing during reading in textbook-based lessons results in better text comprehension than computer-based drawing, mediated by perceived task difficulty and the quality of the learner-generated pictures.

Authors

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

• Maria Opfermann, Institute of Education - Ruhr-Universität Bochum

• Hubertina Thillmann, Ruhr University Bochum

• Detlev Leutner, University of Duisburg-Essen