Results (
Thai) 1:
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An additional issue with Experiment 1 is whether the reported
generative drawing effect can be enhanced by using various forms
of supporting the strategy. First, there is evidence that using a
drawing prompt during learning seems to be effective in supporting
the learner-generated drawing strategy by minimizing the
creation of extraneous processing (cf., Schwamborn et al., 2010; see
also Exp. 1). Second, research has shown that instructing students
to compare their own drawing with an author-generated picture
might be also effective in supporting the learner-generated drawing
strategy as self-monitoring processes are enhanced (cf., van Meter,
2001). Up to now, however, there is no empirical evidence whether
the combination of both ways to support the drawing strategy has
an additive effect on learning outcomes. Thus, we included a further
condition in Experiment 2, in which we combined both forms of
strategy support.
The main purpose of Experiment 2 was to test the generative
drawing and prognostic drawing effects of learner-generated drawing
as in Experiment 1, but, this time also compared with another control
group (i.e., author-generated pictures). Additionally, we were interested
in testing whether the benefits of the learner-generated
drawing strategy can be increased when we instructionally support
students not only with a drawing prompt but also with an authorgenerated
picture after the drawing process. In this new treatment,
we instructed students to draw a picture of the text content, and
then to compare their own drawing with an expert picture.
3.1. Participants and design
The participants were 168 German eighth graders from higher
track secondary schools. The mean age was 13.8 years (SD = 0.6),
and there were 112 girls and 56 boys. The study was based on a
2 × 2-between-subjects design, with learner-generated drawing (yes/
no) and author-generated picture (yes/no) as factors. Forty students
served in the drawing group, 44 students served in the authorgenerated
picture group, 41 students served in the drawing + authorgenerated
picture group, and 43 students served in the control group.
3.2. Materials
The materialswere identical to those used in Experiment 1, except
that we used a shortened version of the comprehension pretest that
consisted of 19 rather than 25 items (Cronbach’s alpha = .70) and
slightly extended versions of both the comprehension posttest (28
items, Cronbach’s alpha = .84) and the drawing test (four items with
a maximum score of 21 points; Cronbach’s alpha = .78). The pretest
was shortened, because the first experiment showed that the respective
items were either much too easy or much too difficult and
thus unsuitable to differentiate between successful and unsuccessful
learners; thus we deleted these items in the second experiment.
Furthermore, we decided to add some items to the comprehension
posttest in the second experiment, because during data analysis
of the first experiment, and after receiving some feedback from
experts in the domain of biology, we recognized that a few items
assessing transfer ability could be added. These transfer items,
however, would have been unsuitable to be included in the pretest
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