Identifying the Underlying Processes of Generative Drawing: An Eye-Tracking Study

• In Event: 29.028 - Novel Methods for Assessing and Enhancing Metacognitive Monitoring

Abstract

Using generative learning strategies such as drawing pictures during reading can help students to deal with complex scientific texts. One of the benefits of generative drawing is the enhancement of self-regulatory processes. To investigate the specific (meta-)cognitive processes underlying generative drawing as a self-regulated learning strategy, we conducted a study using mobile eye tracking technology to make self-regulation and self-monitoring processes observable. In a between-subjects design with two types of learning (text plus learner-generated drawings vs. text plus author-generated pictures) 54 pupils in higher track secondary schools learned with the same scientific text explaining the biological process of influenza. Results show that students in the drawing condition gain more knowledge and engage in more self-monitoring processes than the control group.

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