Using Dual Generative Learning Strategies to Read Illustrated Chemistry Text (Poster 28)

• In Event: AERA Poster Session Thursday 9:50 a.m.
  In Poster Session: Learning Processes: Reasoning, Memory, and Executive Functioning

Abstract

This study examined the impact of generative learning strategies on college students' learning outcomes and processes. Participants were randomly assigned to one of three groups: control, note-only, or note and draw-to-learn groups. Kruskal-Wallis test results indicated no significant differences in post-test scores among the groups. However, effect size calculations using Cohen's d suggested practical differences. The note and draw-to-learn group showed a small to moderate effect size (d = 0.38) compared to the control group, and a moderate effect size (d = 0.45) compared to the note-only group. Significant differences in the quality of learning products were also found. These findings highlight the potential benefits of generative strategies on both learning outcomes and learning processes.

Authors

• Runzhi Chen, University of Illinois at Urbana-Champaign

• Jennifer G. Cromley, University of Illinois at Urbana-Champaign