Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing
Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing
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为什么学画画的人成绩好？
DOI：
10.1016/j.learninstruc.2018.01.006
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发表时间：
2019
影响因子：
6.2
通讯作者：
Scheiter
中科院分区：
文献类型：
--
作者：
Schmidgall;Scheiter
在两个实验中，我们研究了生成、可视化和外化中哪些因素主要有助于学习者生成绘图的好处。我们还研究了在延迟测试中绘制的好处是否比在立即测试中更明显。为此，实验1（N=121）侧重于因素可视化和生成的比较，而实验2（N=204）则侧重于外化在生成学习活动中的作用。在这两个实验中，参与者都被要求阅读有关人类游泳行为生物力学的说明性文本。在实验 1 中，参与者被指示要么画图、写摘要、使用多媒体材料学习，要么只阅读。在实验 2 中，参与者被指示要么绘制图画，在心里想象内容，要么观察逐渐演变的多媒体演示。学习成果通过识别、迁移和绘画测试来衡量。在实验 1 中，测试立即进行并在一周后（在受试者内部）进行，而在实验 2 中，测试时间在受试者之间进行了调整。两个实验的结果都揭示了实验条件对传输和绘图性能的影响，但对识别性能没有影响。总的来说，研究结果表明，可视化和外化是主要的影响因素：绘图和多媒体条件优于摘要和纯文本条件（实验1），从而支持可视化的作用，而绘图和观察条件在绘图测试中优于图像条件（实验2），从而强调了外化的作用。几乎没有证据表明绘画是一种理想的困难。
In two experiments, we investigated which of the factors generation, visualization, and externalization mainly contribute to the benefits of learner-generated drawing. We also examined whether benefits of drawing were more pronounced in delayed rather than in immediate testing. To this end, Experiment 1 (N= 121) focused on the comparison of the factors visualization and generation, whereas Experiment 2 (N= 204) focused on the role of externalization in generative learning activities. In both experiments, participants were asked to read an expository text about biomechanics in human swimming behavior. In Experiment 1, participants were instructed either to construct drawings, to write summaries, to learn with multimedia material, or to only read. In Experiment 2, participants were instructed either to construct drawings, to mentally imagine the content, or to observe a multimedia presentation evolving gradually. Learning outcomes were measured with a recognition, transfer, and drawing test. In Experiment 1, the tests were administered immediately and after one week (within-subjects), whereas in Experiment 2 time of testing was manipulated between subjects. The results of both experiments revealed effects of experimental conditions for transfer and drawing performance, but not for recognition performance. Taken together, the findings indicate that visualization and externalization are the main contributing factors: The drawing and multimedia conditions outperformed the summary and text-only conditions (Exp. 1), thereby supporting the role of visualization, whereas the drawing and observation conditions outperformed the imagery conditions on the drawing test (Exp. 2), thereby emphasizing the role of externalization. There is little evidence that drawing constitutes a desirable difficulty.
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