The Effect of Learner-Generated Drawing and Imagination in Comprehending a Science Text

The purpose of the study was to investigate the effects of imagination and learner-generated drawing on comprehension, reading time, cognitive load, and eye movements, and whether prior knowledge moderated the effects of these two strategies. Sixty-three undergraduate students participated in a pret...

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Published inThe Journal of experimental education Vol. 85; no. 1; pp. 142 - 154
Main Authors Lin, Lijia, Lee, Chee Ha, Kalyuga, Slava, Wang, Ying, Guan, Shuchen, Wu, Hao
Format Journal Article
LanguageEnglish
Published Washington Routledge 01.01.2017
Taylor & Francis Group, LLC
Taylor & Francis Inc
Subjects
Between-subjects design
Bonferroni Procedure
China (Shanghai)
Cognitive load
Cognitive Processes
College students
Difficulty Level
Educational Strategies
Eye Movements
Foreign Countries
Freehand Drawing
Imagination
Instruction
instructional design/development
Instructional Effectiveness
learning environments
learning processes/strategies
learning theory/model
LEARNING, INSTRUCTION, AND COGNITION
Multivariate Analysis
Predictor Variables
Pretests Posttests
Prior Learning
Reading
Reading Comprehension
Reading Materials
Reading Rate
Repetition
Science Materials
Statistical Analysis
Teaching Methods
Undergraduate Students
Visualization
China (Shanghai)
Online AccessGet full text
ISSN0022-0973
1940-0683
DOI10.1080/00220973.2016.1143796

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Abstract The purpose of the study was to investigate the effects of imagination and learner-generated drawing on comprehension, reading time, cognitive load, and eye movements, and whether prior knowledge moderated the effects of these two strategies. Sixty-three undergraduate students participated in a pretest-posttest between-subjects study with the independent variable being the instructional strategies with three levels (learner-generated drawing vs. imagination vs. repeated reading). The results revealed that, compared to repeated reading, learner-generated drawing fostered learners' comprehension when their prior knowledge was relatively low. Moreover, when asked to read the science text after the intervention, learners who were previously engaged with imagination spent significantly more time reading the text, and fixated longer and more frequently than those in the repeated reading condition.
AbstractList The purpose of the study was to investigate the effects of imagination and learner-generated drawing on comprehension, reading time, cognitive load, and eye movements, and whether prior knowledge moderated the effects of these two strategies. Sixty-three undergraduate students participated in a pretest-posttest between-subjects study with the independent variable being the instructional strategies with three levels (learner-generated drawing vs. imagination vs. repeated reading). The results revealed that, compared to repeated reading, learner-generated drawing fostered learners' comprehension when their prior knowledge was relatively low. Moreover, when asked to read the science text after the intervention, learners who were previously engaged with imagination spent significantly more time reading the text, and fixated longer and more frequently than those in the repeated reading condition.
Audience Higher Education
Postsecondary Education
Author Wang, Ying
Wu, Hao
Lee, Chee Ha
Kalyuga, Slava
Lin, Lijia
Guan, Shuchen
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Snippet The purpose of the study was to investigate the effects of imagination and learner-generated drawing on comprehension, reading time, cognitive load, and eye...
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SubjectTerms Between-subjects design
Bonferroni Procedure
China (Shanghai)
Cognitive load
Cognitive Processes
College students
Difficulty Level
Educational Strategies
Eye Movements
Foreign Countries
Freehand Drawing
Imagination
Instruction
instructional design/development
Instructional Effectiveness
learning environments
learning processes/strategies
learning theory/model
LEARNING, INSTRUCTION, AND COGNITION
Multivariate Analysis
Predictor Variables
Pretests Posttests
Prior Learning
Reading
Reading Comprehension
Reading Materials
Reading Rate
Repetition
Science Materials
Statistical Analysis
Teaching Methods
Undergraduate Students
Visualization
Title The Effect of Learner-Generated Drawing and Imagination in Comprehending a Science Text
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