Can the effects of generative drawing on lasting learning be optimized through integration of retrieval practice?

Kim, Seokyoung; Abel, Roman; Leutner, Detlev; Schmiemann, Philipp; Roelle, Julian

Abstract

Background: Creating drawings to depict the content of an expository text triggers generative processes that contribute to the construction of coherent mental models and thus improves comprehension. However, the triggered generative processes scarcely contribute to consolidation of the mental models in memory. Hence, a promising means to optimize drawing in terms of lasting learning is incorporating retrieval practice, which has been shown to serve a robust consolidation function. Aims: The goal of the present study was to investigate whether incorporating retrieval practice into drawing would foster lasting learning. Sample: Participants were N = 308 students. Methods: After reading an expository text, students were randomly assigned to one of two conditions. In the closed-then-open-book condition, learners first created their drawings without access to the text and hence were required to retrieve the previously read information from memory. Afterwards, they were asked to revise their drawings with access to the text. In the open-book condition, learners could access the text in all phases. Learning outcomes were assessed two and eight weeks later. Results: The closed-then-open-book drawing was not superior in terms of learning outcomes. Mediation analyses suggest that the closed-then-open-book format fostered learning via increased retrieval practice but at the same time hindered learning via decreased mental model quality. Conclusions: Implementing drawing in a closed-then-open-book format could in principle be a fruitful means to optimize drawing in terms of lasting learning. However, instructional support which ensures that mental model quality is not compromised is needed to exploit its full potential.