Metacognitive Effects of Providing Feedback on Learner-Generated Drawings

• In Event: Cognitive and Metacognitive Processes to Improve Learning

Abstract

This study tested how providing feedback on learner-generated drawings affects the accuracy of students' judgments of learning. Undergraduates (n = 116) created two drawings while studying a text on the human circulatory system; then they made a series of retrospective and prospective judgments of drawing performance. In a subsequent restudy phase, some students were randomly assigned to compare their drawings to provided visuals (feedback group), whereas other students only restudied the text (control group), followed by new retrospective and prospective judgments of drawing performance. Results indicated that receiving feedback caused students to be underconfident in the quality of their drawings (lower retrospective accuracy) and somewhat overconfident in how well they would create new drawings in the future (lower prospective accuracy).

Authors

• Logan Fiorella, University of Georgia

• Alexis Capobianco, University of Georgia

• Anna Camille Burnett, University of Georgia

• Allison J. Jaeger, Mississippi State University