Drawing pictures during learning from scientific text: Testing the generative drawing effect and the prognostic drawing effect.

Autor/inn/en	Schmeck, Annett; Mayer, Richard E.; Opfermann, Maria; Pfeiffer, Vanessa; Leutner, Detlev
Titel	Drawing pictures during learning from scientific text: Testing the generative drawing effect and the prognostic drawing effect. Gefälligkeitsübersetzung: Malen von Bildern während des Lernens aus wissenschaftlichen Texten: Überprüfung des generativen Maleffekts und des prognostischen Maleffekts.
Quelle	In: Contemporary educational psychology, 39 (2014) 4, S. 275-286Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1016/j.cedpsych.2014.07.003
Schlagwörter	Verständnistest; Schüler; Lernen; Zeichnen; Prognose; Testen; Verständnis
Abstract	Examined whether drawing activities during learning from text improve learning performance. In Experiment 1, 48 8th grade students (mean age 13 years) from higher track secondary schools were assigned to either a learner-generated drawing group or a control group and presented with scientific texts to read. Measures and materials included adjunct questionnaires (a participant questionnaire, a comprehension pretest, a spatial ability test), a motivation questionnaire adapted from the Questionnaire on Current Motivation (QCM), learning booklets, cognitive load rating scales, and posttests (comprehension and drawing). In Experiment 2 (168 8th graders mean age 13 years), two new groups were added (a control group and a learner-generated drawing group) both providing author-generated pictures for participants to peruse. Results showed that students who generated drawings performed better than students who read without drawing and that the quality of the drawing also correlated with comprehension. Moreover, asking learners to draw pictures proved more effective than simply providing the author-generated drawings. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3