The Influence Of Learner-generated Drawing On Cognitive Load In Senior High School Students

According to cognitive load theory, materials, take texts without pictures for example,that are not well designed or optimized aggravate cognitive load and thus decrease learningperformance. To remedy the defect, we often optimize the materials, for example, combiningtext and pictures, to reduce extraneous cognitive load and foster learning performance.However, learners often have difficulty integrating the information of text and picture, notachieving the desired results. But according to Van Meter and Garner’s “Generative theory ofDrawing Construction”, giving learners text to read and asking them to generatevisualizations that correspond to the main elements and relations described in the text andthus fosters deep level understanding of the text. From the perspective of cognitive load,learner-generated drawing promotes learning by increasing germane cognitive load. Based onthese, we conducted two experiments. In the first study, we discussed the effects oflearner-generated drawing on cognitive load in different modes of presentation. In the secondstudy, we discussed the effects of mode of learner-generated drawing on cognitive load.The results showed that:1. Modes of presentation showed no main effect on learning performance while drawingtypes have main effect. There exist main effect interaction between cognitive styles anddrawing types in understanding text.2. Subjects scored higher in mental effort in the auditory presentation. The learning timeand mental effort of subjects from drawing group is higher than those from written-wordsgroup3. Modes of presentation showed no main effect on cognitive fatigue. But subjects fromdrawing group is higher than those from written-words group4. There are significant differences among computer-based generation group,paper-based generation group and control group in learning performance. Subjects ofcomputer-based and paper-based group scored higher than those of control group and learningeffects. But there exists no difference between paper-based generation group andcomputer-based generation group5. There are significant differences among computer-based generation group,paper-based generation group and control group in cognitive load. Subjects fromcomputer-based and paper-based group scored higher than those of control group in learning time and mental effort. But there exists no difference between paper-based generation groupand computer-based generation group in learning time and mental effort.6. There are significant differences among paper-based generation group,computer-based generation group and control group in cognitive fatigue. Subjects fromcomputer-based and paper-based group scored higher than those of control group...