Do drawing tasks improve
monitoring and control during learning from text?
In the experimental condition, students were
asked to read an expository text on the formation of polar lights consisting of
five paragraphs, whereby, after each paragraph, they had to create a drawing of
the text's content. In the control condition, students read the same text, but
performed no drawing task.
Then, they were asked to select paragraphs for
restudy.. Results of both experiments indicate that JoLs rather than cognitive
load predicted posttest performance.. Overall, results hint towards the potential
of drawing to support metacognitive monitoring.
No comments:
Post a Comment