The Influence Of Drawing Support And Drawing Modification In Generative Drawing On The Learning Outcomes Of University Students

Generative drawing is a generative learning strategy in which learners actively construct pictures that reflect the main ideas of the learning material when reading textbased learning materials,and use the pictures to express the main points of the text material and the relationships between them.Many studies have reported the positive role of generative drawing in improving learning effect,but at the same time,some studies have also found that for learners,without providing support for drawing tasks or providing low-level support,requiring them to generate pictures during learning will increase learners ’ cognitive load and increase learners ’ burden.And most of the previous studies ignored the role of drawing modification.After generating drawing,it provides support and modification opportunities for drawing,which is conducive to the reconstruction of learners ’ psychological model and the improvement of learning effect.Based on cognitive theory of multimedia learning,generative theory of drawing construction,cognitive load theory and previous research results,this study adopts a2(drawing support: yes / no)× 2(drawing modification: yes / no)between-subject design.In order to verify the learning effect of generative drawing,the text group of learning illustrations was added as the control group.Taking 154 college students as the research object,this paper discusses the influence of drawing support and drawing modification on learning effect in generative drawing,and explains the cognitive mechanism in the process of generative drawing through cognitive load,drawing quality and eye tracking.The results showed that(1)the retention and transfer scores of the group provided of the drawing support were significantly higher than those of the group without support,the retention and transfer scores of the drawing modifications were significantly higher than those of the group without modifications,the retention scores of the support and modification group were significantly higher than that of the other groups,and the retention scores of each group generating paintings were significantly higher than those of the illustration text group.(2)The drawing quality of the drawing group was significantly and positively correlated with learning performance,and the drawing quality of the modified painting group was significantly higher than that before the modification.(3)Drawing quality partially plays a partial intermediary between drawing support and retention and transfer performance,and plays a complete mediating role between drawing modification and retention and transfer performance.(4)In terms of external cognitive load,the external cognitive load of the unsupported drawing group was significantly lower than that of the supported drawing group.(5)In terms of focused fixation time and number of fixations of the important text interest area,the unsupported drawing group was significantly more than the supported drawing group,the illustrated text group was significantly less than each group that generated drawings,and the modified drawing group was significantly more than the support and modification group and the support painting group.In terms of focused fixation time and number of fixations of the drawing interest area,the modified drawing group was significantly more than the unmodified drawing group;in the important text interest area and painting interest area of the combined fixation time,combined number of fixations and number of transitions,the modified drawing group significantly more than the unmodified drawing group;in the two interest areas of illustration and painting,the combined fixation time and the number of combined fixations,and the number of conversions,the supported and modified group significantly more than the supported drawing group;in the combined fixation time of important text interest area and illustration interest area,the supported and modified group and the supported drawing group significantly more than the illustration the text group.According to the research results,the study concludes that both drawing support and drawing modification in generative drawing can have a positive impact on learning outcomes,which can be explained by the learners’ effective attentional processing and improved drawing quality.