Effects of Student-Generated Drawing and Imagination on Science Text Reading in a Computer-Based Learning Environment

Autor/inn/en	Cheng, Li; Beal, Carole R.
Titel	Effects of Student-Generated Drawing and Imagination on Science Text Reading in a Computer-Based Learning Environment
Quelle	In: Educational Technology Research and Development, 68 (2020) 1, S.225-247 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cheng, Li)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-019-09684-1
Schlagwörter	Imagination; Freehand Drawing; Recall (Psychology); Transfer of Training; Cognitive Processes; Difficulty Level; Content Area Reading; Student Attitudes; Visual Aids; Computer Uses in Education; Science Education; Learning Strategies; Undergraduate Students; Prior Learning; Spatial Ability; Student Developed Materials + Suchen Sie Ihr Suchwort? Drawing; Zeichnen; Abberufung; Training; Transfer; Ausbildung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Sinnerfassendes Lesen; Schülerverhalten; Anschauungsmaterial; Computernutzung; Naturwissenschaftliche Bildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Vorkenntnisse; Räumliches Vorstellungsvermögen
Abstract	The purpose of this study was to examine the effects of student-generated drawing and imagination on learning recall, learning transfer, and cognitive load, and also students' attitudes towards the learning strategies when learning a computer-based science text, compared to learning with provided pictures. The study used three groups: drawing group, imagining group, and picture group (control). A total of 82 undergraduate students from a southeast university in the United States participated in this study. Results indicated there were no significant differences in the learning recall and transfer of the three groups overall; however, students' prior knowledge and spatial ability were positively and significantly correlated with their learning recall and transfer. When spatial ability was high, students in the drawing group had significantly higher learning recall than students in the imagining group; and students in the imagining group had significantly higher learning transfer than students in the picture group. The drawing group had significantly higher cognitive load than the picture group. Students perceived drawing, imagining, and reading with pictures for learning as useful and there were no significant differences in their perceived usefulness among the three groups, but students were more intended to learn with provided pictures than to generate drawings. Discussions and implications are provided. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01