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ERIC Number: EJ1250758
Record Type: Journal
Publication Date: 2020-Apr
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1059-0145
EISSN: N/A
Drawing-to-Learn: Does Meta-Analysis Show Differences between Technology-Based Drawing and Paper-and-Pencil Drawing?
Cromley, Jennifer G.; Du, Yang; Dane, Aygul Parpucu
Journal of Science Education and Technology, v29 n2 p216-229 Apr 2020
Drawing-to-learn is a specific learning/reading strategy studied across many domains. In response to gaps in our knowledge about drawing-to-learn, we conducted a systematic meta-analysis of the literature published since the influential 2005 Van Meter and Garner literature review. We analyzed the benefits of directed learner-generated visual representations such as sketching, drawing, or computer-assisted creation of a full or partial static image. Forty-one peer-reviewed articles were screened in, together with 9 dissertations and 2 other documents; published from 2005 to 2018, these included 53 studies and 166 effects based on 8111 participants. The overall effect of drawing-to-learn across all dependent variable types (factual, inferential, and transfer) and both types of effects--comparing different types of drawing and comparing drawing to non-drawing conditions--was a significant g = 0.69. The overall effect was significant but differed across outcomes (g = 0.85 for factual, g = 0.44 for inferential, and g = 0.22 for transfer). Analyses across 6 moderators are presented. Not only does the literature continue to show that drawing-to-learn is better than the status quo, but directed drawing improves factual as well as inferential and transfer learning. Finally, researchers have found ways to improve drawing-to-learn instruction so that it can be even more effective than the simple directive to make a drawing.
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/
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1560724