Summarizing or Generative Drawing—Which Learning Strategy Has More (Meta)Cognitive Potential? An Eye-Tracking Study

• In Event: Poster Session 3
  In Poster Session: Students' Learning Strategies and Interventions

Abstract

Generative learning strategies, such as summarizing or generative drawing, can help students to deal with complex texts. Both strategies foster students to engage in cognitive processes of selection, organization, and integration, which can lead to deeper learning. To shed more light on how students engage in these processes when summarizing or drawing we conducted a study using mobile eye-tracking technology. Results show that students in the drawing group paid significantly more attention to the important contents of the text while reading and engaged in self-monitoring and self-regulation in a more meaningful way than students in the summarizing group. These findings are highly relevant for refining the theoretical framework and enable us to better understand why generative drawing works so well.

Authors

• Johannes Hellenbrand, University Duisburg - Essen

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

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

• Detlev Leutner, University of Duisburg-Essen