When Should We Draw? Drawing as a Retrieval Practice in Science Learning

• In Event: Science Teaching and Learning Across Contexts

Abstract

Drawing is widely studied for its potential to enhance science learning, yet existing research primarily focuses on its use as an encoding strategy during the learning process.When shifted to a retrieval practice (conducted post-study without access to the text), its impact on learning performance remains underexplored.A quasi-experimental design was employed with 98 Chinese university students, who were assigned to three groups:the plain-text group(n=32) engaging solely in text learning;the encoding-drawing group(n=33) drawing while accessing the text;and the retrieval-drawing group(n=33) drawing after learning without text. Results showed retrieval drawing exhibited considerable memory performance and transfer potential, with metacognitive bias being a key factor constraining its effectiveness.

Authors

• Feng Shan, East China Normal University

• Zhe Wang, East China Normal University

• YuMeng Deng, East China Normal University