How generative drawing affects the learning process: An eye‐tracking analysis. Issue 6 (23rd May 2019)

• Record Type: Journal Article
• Authors: Hellenbrand, Johannes; Mayer, Richard E.; Opfermann, Maria; Schmeck, Annett; Leutner, Detlev
• Is Part Of: Applied cognitive psychology. Volume 33:Issue 6(2019)
• Page Start: 1147
• Page End: 1164
• Publication Date: 2019-05-23
• Subjects: eye tracking -- generative drawing -- generative learning activities -- learning processes -- multimedia learning; Cognition -- Periodicals; Psychology, Applied -- Periodicals; 153
• DOI: 10.1002/acp.3559
• Languages: English
• ISSNs: 0888-4080

Abstract

Summary: Generative drawing is a learning strategy in which students draw illustrations while reading a text to depict the content of the lesson. In two experiments, students were asked to generate drawings as they read a scientific text or read the same text on influenza with author‐provided illustrations (Experiment 1) or to generate drawings or write verbal summaries as they read (Experiment 2). An examination of students' eye movements during learning showed that students who engaged in generative drawing displayed more rereadings of words, higher proportion of fixations on the important words, higher rate of transitions between words and workspace, and higher proportion of transitions between important words and workspace than students given a text lesson with author‐generated illustrations (Experiment 1) or students who were asked to write a summary (Experiment 2). These findings contribute new evidence to guide theories for explaining how generative drawing affects learning processes.