Psychological Development and Education ›› 2024, Vol. 40 ›› Issue (1): 29-43.doi: 10.16187/j.cnki.issn1001-4918.2024.01.04

Previous Articles     Next Articles

Generative Drawing Effect in Memory and Its Boundary Conditions: A Meta-analysis

XIE Heping1, WANG Yanqing2, WANG Fuxing2, ZHOU Zongkui2, DENG Sue3, DUAN Zhaohui4   

  1. 1. School of Studies in Fundamental Education, South China Normal University, Shanwei 516625;
    2. School of Psychology, Central China Normal University, Wuhan 430079;
    3. Houhai Primary School attached to Shenzhen University Education Group, Shenzhen 518067;
    4. The High School Affiliated to Renmin University of China, Shenzhen 518116
  • Published:2024-02-20

RichHTML

PDF (PC)

Abstract: In terms of the inconsistent findings in previous studies regarding the effect of generative drawing on memory, the present meta-analytic review aimed at investigating the overall effect of generative drawing on item memory performance as well as its potential boundary conditions. After the systematic search and standard selection, a total of 65 related empirical papers which met the inclusion criteria were finally reanalyzed in this meta-analysis. These papers contained 103 experiments, and computed 110 independent effect sizes (7921 participants). The main-effect analysis showed that the pooled effect size was statistically significant and medium-to-large in magnitude with a positive direction (Cohen’s dpooled = 0.65), suggesting that individuals in the generative drawing condition performed better memory outcome than those in the no-drawing condition. This result confirmed generative drawing effect in memory. The moderator analyses showed that; (1) Old people benefited more from generative drawing than those in other age groups on memory performance; (2) Generative drawing was more beneficial to simple word memory than complex text memory; (3) The memory performance was better when generative drawing was supported with drawing training than when it was supported with minimal guidance, and (4) The memory outcome of finger-on-screen drawing was better than stylus-on-screen drawing, pencil-based drawing, and mouse-based drawing. These results indicate that: (1) Generative drawing, overall, can indeed facilitate item memory, supporting the integrated-components model of the drawing effect, and (2) Individuals’ age, type of materials, drawing support, and drawing mode are boundary conditions of generative drawing effect in memory.

Key words: generative drawing, memory, boundary condition, meta-analysis

CLC Number: 

  • B844
*表示元分析用到的文献
*Aeineh, A., Moeeni, S., & Merati, H. (2014). The effect of learner-generated illustrations on the immediate and delayed recall of English idioms. Advances in Language and Literary Studies, 5(3), 28-31.
Ainsworth, S., Prain, V., & Tytler, R. (2011). Drawing to learn in science.Science, 333(6046), 1096-1097.
*Ainsworth, S. E., & Iacovides, I. (2005). Learning by constructing self-explanation diagrams. Paper presented at the meeting of 11th Biennial Conference of European Association for Resarch on Learning and Instruction, Nicosia, Cyprus.
*Bollen, L., Gijlers, H., & van Joolingen, W. (2015). Drawings in computer-supported collaborative learning-Empirical and technical results. Computing and Informatics, 34(3), 559-587.
Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009).Introduction to meta-analysis. Wiley.
*Chang, C. J., Liu, C. C., & Tsai, C. C. (2016). Supporting scientific explanations with drawings and narratives on tablet computers:An analysis of explanation patterns. The Asia-Pacific Education Researcher, 25(1), 173-184.
*Cheng, L., & Beal, C. R. (2020). Effects of student-generated drawing and imagination on science text reading in a computer-based learning environment. Educational Technology Research and Development, 68(1), 225-247.
*Christensen, L. B. (2016). Artistic drawing as a mnemonic device (Unpublished doctorial dissertation). Antioch University Seattle.
Cohen, J. (1992). A power primer.Psychological Bulletin, 112(1), 155-159.
Craik, F. I. M., & Jennings, J. M. (1992). Human memory. In F. I. M. Craik, & T. A. Salthouse (Eds.),The handbook of aging and cognition (pp. 51-110). Lawrence Erlbaum Associates.
*Cromley, J. G., Bergey, B. W., Fitzhugh, S., Newcombe, N., Wills, T. W., Shipley, T. F., & Tanaka, J. C. (2013). Effects of three diagram instruction methods on transfer of diagram comprehension skills:The critical role of inference while learning. Learning and Instruction, 26, 45-58.
Cromley, J. G., Du, Y., & Dane, A. P. (2020). Drawing-to-learn:Does meta-analysis show differences between technology-based drawing and paper-and-pencil drawing?Journal of Science Education and Technology, 29, 216-229.
*Dean, R. S., & Kulhavy, R. W. (1981). Influence of spatial organization in prose learning. Journal of Educational Psychology, 73(1), 57-64.
Egger, M., Smith, G. D., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test.British Medical Journal, 315(7109), 629-634.
Engelkamp, J., & Zimmer, H. D. (1989). Memory for action events:A new field of research.Psychological Research, 51(4), 153-157.
Fernandes, M. A., Wammes, J. D., & Meade, M. E. (2018). The surprisingly powerful influence of drawing on memory.Current Directions in Psychological Science, 27(5), 302-308.
*Fiorella, L., & Kuhlmann, S. (2020). Creating drawings enhances learning by teaching. Journal of Educational Psychology, 112(4), 811-822.
*Fiorella, L., Stull, A. T., Kuhlmann, S., & Mayer, R. E. (2020). Fostering generative learning from video lessons:Benefits of instructor-generated drawings and learner-generated explanations. Journal of Educational Psychology, 112(5), 895-906.
Fiorella, L., & Zhang, Q. (2018). Drawing boundary conditions for learning by drawing.Educational Psychology Review, 30(3), 1115-1137.
*Gan, Y. (2008). The effect of drawing generated by students on idea production and writing in grade 4. In B. Chang, & H. J. So (Eds.), Workshop proceedings:Supplementary proceedings of ICCE2008. Symposium conducted at the meeting of the 16th International Conference on Computers in Education, Taipei, Taiwan.
Höffler, T. N. (2010). Spatial ability:Its influence on learning with visualizations-A meta-analytic review.Educational Psychology Review, 22(3), 245-269.
*Hellenbrand, J., Mayer, R. E., Opfermann, M., Schmeck, A., & Leutner, D. (2019). How generative drawing affects the learning process:An eye-tracking analysis. Applied Cognitive Psychology, 33(6), 1147-1164.
Higgins, J. P. T., Li, T., & Deeks, J. J. (2021). Chapter 6:Choosing effect measures and computing estimates of effect. In J. P. T. Higgins, J. Thomas, J. Chandler, M. Cumpston, T. Li, M. J. Page, & V. A. Welch (Eds.), Cochrane Handbook for Systematic Reviews of Interventions version 6.2 (updated February 2021). Cochrane, 2021. Available from www.training.cochrane.org/handbook
Higgins, J. P. T., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses.British Medical Journal, 327(7414), 557-560.
*Jaeger, A. J., Velazquez, M. N., Dawdanow, A., & Shipley, T. F. (2018). Sketching and summarizing to reduce memory for seductive details in science text. Journal of Educational Psychology, 110(7), 899-916.
*Jansen, K. (2015). The impact of student generated sketches on vocabulary knowledge of fifth graders (Unpublished doctorial dissertation). Widener University, Chester.
*Jonker, T. R., Wammes, J. D., & MacLeod, C. M. (2019). Drawing enhances item information but undermines sequence information in memory. Journal of Experimental Psychology:Learning, Memory, and Cognition, 45(4), 689-699.
*Kasay, T. M. (2018). Using the multimedia strategies of learner-generated drawing and peer discussion to retain terminology in middle school secondary education science classrooms (Unpublished doctorial dissertation). The University of North Carolina at Charlotte.
*Kombartzky, U., Ploetzner, R., Schlag, S., & Metz, B. (2010). Developing and evaluating a strategy for learning from animations. Learning and Instruction, 20(5), 424-433.
*Kostons, D., & de Koning, B. B. (2017). Does visualization affect monitoring accuracy, restudy choice, and comprehension scores of students in primary education? Contemporary Educational Psychology, 51, 1-10.
*Kulhavy, R. W., Lee, J. B., & Caterino, L. C. (1985). Conjoint retention of maps and related discourse. Contemporary Educational Psychology, 10(1), 28-37.
*Lam, D. P. N. (2015). Independent study strategies for learning about the cardiovascular system from text:A comparison of self-explanation and drawing (Unpublished doctorial dissertation). University of California, Berkeley.
*Landin, J. (2011). Perceptual drawing as a learning tool in a college biology laboratory (Unpublished doctorial dissertation). North Carolina State University, Raleigh.
*Lesgold, A. M., De Good, H., & Levin, J., R. (1977). Pictures and young children's prose learning:A supplementary report. Journal of Reading Behavior, 9(4), 353-360.
*Lesgold, A. M., Levin, J. R., Shimron, J., & Guttmann, J. (1975). Pictures and young children's learning from oral prose. Journal of Educational Psychology, 67(5), 636-642.
Li, H., Li, J., Li, N., Li, B., Wang, P., & Zhou, T. (2011). Cognitive intervention for persons with mild cognitive impairment:A meta-analysis.Ageing Research Reviews, 10(2), 285-296.
Lipsey, M. W., & Wilson, D. B. (2001).Practical meta-analysis. Sage Publications.
*Lorenz, L. A. (2018). Computer-based visualizing:Learning from science texts by means of self-generated computer-based drawings (Unpublished doctorial dissertation). University of Duisburg-Essen.
Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning.Journal of Educational Psychology, 86(3), 389-401.
*Mcguinness, J. (2013). Investigating the effects of multimedia learning and learner generated drawing (Unpublished dissertation). Lancaster University.
*Meade, M. E., Ahmad, M., & Fernandes, M. A. (2020). Drawing pictures at encoding enhances memory in healthy older adults and in individuals with probable dementia. Aging, Neuropsychology, and Cognition, 27(6), 880-901.
*Meade, M. E., Klein, M. D., & Fernandes, M. A. (2020). The benefit (and cost) of drawing as an encoding strategy. The Quarterly Journal of Experimental Psychology, 73(2), 199-210.
*Meade, M. E., Wammes, J. D., & Fernandes, M. A. (2018). Drawing as an encoding tool:Memorial benefits in younger and older adults. Experimental Aging Research, 44(5), 369-396.
*Meade, M. E., Wammes, J. D., & Fernandes, M. A. (2019). Comparing the influence of doodling, drawing, and writing at encoding on memory. Canadian Journal of Experimental Psychology, 73(1), 28-36.
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design:Recent developments.Educational Psychologist, 38(1), 1-4.
Paivio, A. (1969). Mental imagery in associative learning and memory.Psychological Review, 76(3), 241-263.
*Paivio, A., & Csapo, K. (1973). Picture superiority in free recall:Imagery or dual coding? Cognitive Psychology, 5(2), 176-206.
Patchan, M. M., & Puranik, C. S. (2016). Using tablet computers to teach preschool children to write letters:Exploring the impact of extrinsic and intrinsic feedback.Computers & Education, 102, 128-137.
Picard, D., Martin, P., & Tsao, R. (2014). iPads at School? A quantitative comparison of elementary schoolchildren's pen-on-paper versus finger-on-screen drawing skills.Journal of Educational Computing Research, 50(2), 203-212.
Pieger, E., Mengelkamp, C., & Bannert, M. (2017). Fostering analytic metacognitive processes and reducing overconfidence by disfluency:The role of contrast effects.Applied Cognitive Psychology, 31(3), 291-301.
*Pillsbury, R. T. (2008). Diagramming the Never Ending Story:Student-generated diagrammatic stories integrate and retain science concepts improving science literacy (Unpublished doctorial dissertation). University of North Carolina at Charlotte.
*Ploetzner, R., & Fillisch, B. (2017). Not the silver bullet:Learner-generated drawings make it difficult to understand broader spatiotemporal structures in complex animations. Learning and Instruction, 47, 13-24.
*Ploetzner, R., Fillisch, B., Gewald, P. A., & Ruf, T. (2016). The role of student-generated externalizations in strategic multimedia learning and how current (web-)technology fails to support learner engagement. Interactive Learning Environments, 24(7), 1610-1628.
*Price, G. A. (2006). The effects of learner-generated representations versus computer-generated representations on physics problem solving (Unpublished doctorial dissertation). The Pennsylvania State University.
Raz, N., Lindenberger, U., Rodrigue, K. M., Kennedy, K. M., Head, D., Williamson, A., … Acker, J. D. (2005). Regional brain changes in aging healthy adults:General trends, individual differences and modifiers.Cerebral Cortex, 15(11), 1676-1689.
Rosenthal, R. (1979). The file drawer problem and tolerance for null results.Psychological Bulletin, 86(3), 638-641.
*Rotbain, Y., Marbach-Ad, G., & Stavy, R. (2006). Effect of bead and illustrations models on high school students' achievement in molecular genetics. Journal of Research in Science Teaching, 43(5), 500-529.
*Scheiter, K., Schleinschok, K., & Ainsworth, S. E. (2017). Why sketching may aid learning from science texts:Contrasting sketching with written explanations. Topics in Cognitive Science, 9(4), 866-882.
*Schleinschok, K., Eitel, A., & Scheiter, K. (2017). Do drawing tasks improve monitoring and control during learning from text? Learning and Instruction, 51, 10-25.
Schmeck, A., Mayer, R. E., Opfermann, M., Pfeiffer, V., & Leutner, D. (2014). Drawing pictures during learning from scientific text:Testing the generative drawing effect and the prognostic drawing effect.Contemporary Educational Psychology, 39(4), 275-286.
*Schmidgall, S. P., Eitel, A., & Scheiter, K. (2019). Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing. Learning and Instruction, 60, 138-153.
*Schmidgall, S. P., Scheiter, K., & Eitel, A. (2020). Can we further improve tablet-based drawing to enhance learning? An empirical test of two types of support. Instructional Science, 48(4), 453-474.
*Schwamborn, A., Mayer, R. E., Thillmann, H., Leopold, C., & Leutner, D. (2010). Drawing as a generative activity and drawing as a prognostic activity. Journal of Educational Psychology, 102(4), 872-879.
*Schwamborn, A., Thillmann, H., Opfermann, M., & Leutner, D. (2011). Cognitive load and instructionally supported learning with provided and learner-generated visualizations. Computers in Human Behavior, 27(1), 89-93.
*Seufert, T., Zander, S., & Brünken, R. (2007). Das Generieren von Bildern als Verstehenshilfe beim Lernen aus Texten[The generation of pictures as an aid to understanding during learning from texts]. Zeitschrift für Entwicklungspsychologie und Padagogische Psychologie, 39(1), 33-42.
*Smith, A., Leeman-Munk, S., Shelton, A., Mott, B., Wiebe, E., & Lester, J. (2018). A multimodal assessment framework for integrating student writing and drawing in elementary science learning. IEEE Transactions on Learning Technologies, 12(1), 3-15.
*Stagg, B. C., & Verde, M. F. (2019). A comparison of descriptive writing and drawing of plants for the development of adult novices' botanical knowledge. Journal of Biological Education, 53(1), 63-78.
*Stephenson, S. R. (2015). The impact of representation format and task instruction on student understanding in science (Unpublished master's thesis). The University of Utah, Salt Lake City.
*Thomas, D. B. (2017). Using the multimedia strategies of learner-generated drawing and peer discussion to retain terminology in secondary education science classrooms (Unpublished doctorial dissertation). The University of North Carolina at Charlotte.
*Thomas, S. (2013). Improving vocabulary acquisition and reading comprehension through cartoon drawing instruction method (Unpublished doctorial dissertation). Walden University, Minneapolis.
Toomela, A. (2002). Drawing as a verbally mediated activity:A study of relationships between verbal, motor, and visuospatial skills and drawing in children.International Journal of Behavioral Development, 26(3), 234-247.
*van Dijk, A. M., Gijlers, H., & Weinberger, A. (2014). Scripted collaborative drawing in elementary science education. Instructional Science, 42(3), 353-372.
*van Essen, G., & Hamaker, C. (1990). Using self-generated drawings to solve arithmetic word problems. Journal of Educational Research, 83(6), 301-312.
*van Joolingen, W. R., Aukes, A. V. A., Gijlers, H., & Bollen, L. (2015). Understanding elementary astronomy by making drawing-based models. Journal of Science Education and Technology, 24(2-3), 256-264.
*van Meter, P. (2001). Drawing construction as a strategy for learning from text. Journal of Educational Psychology, 93(1), 129-140.
*van Meter, P., Aleksic, M., Schwartz, A., & Garner, J. (2006). Learner-generated drawing as a strategy for learning from content area text. Contemporary Educational Psychology, 31(2), 142-166.
van Meter, P., & Garner, J. (2005). The promise and practice of learner-generated drawing:Literature review and synthesis.Educational Psychology Review, 17(4), 285-325.
Vandenbroucke, J.P. (1988). Passive smoking and lung cancer:A publication bias? British Medical Journal of Clinical Research Education, 296, 391-392.
Wünstel, C. (2012).The role of expert feedback during a learning-by-drawing task (Unpublished master's thesis). University of Twente.
Wammes, J. D. (2017).On the mnemonic benefits of drawing (Unpublished doctorial dissertation). University of Waterloo.
*Wammes, J. D., Jonker, T. R., & Fernandes, M. A. (2019). Drawing improves memory:The importance of multimodal encoding context. Cognition, 191, https://doi.org/10.1016/j.cognition.2019.04.024
*Wammes, J. D., Meade, M. E., & Fernandes, M. A. (2016). The drawing effect:Evidence for reliable and robust memory benefits in free recall. The Quarterly Journal of Experimental Psychology, 69(9), 1752-1776.
*Wammes, J. D., Meade, M. E., & Fernandes, M. A. (2017). Learning terms and definitions:Drawing and the role of elaborative encoding. Acta Psychologica, 179, 104-113.
*Wammes, J. D., Meade, M. E., & Fernandes, M. A. (2018). Creating a recollection-based memory through drawing. Journal of Experimental Psychology:Learning, Memory, and Cognition, 44(5), 734-751.
*Wammes, J. D., Roberts, B. R. T., & Fernandes, M. A. (2018). Task preparation as a mnemonic:The benefits of drawing (and not drawing). Psychonomic Bulletin & Review, 25(6), 2365-2372.
Wang, L. C., Yang, H. M., Tasi, H. J., & Chan, S. Y. (2013). Learner-generated drawing for phonological and orthographic dyslexic readers.Research in Developmental Disabilities, 34(1), 228-233.
*Webb, J. M., Thornton, N. E., Hancock, T. E., & McCarthy, M. T. (1992). Drawing maps from text:A test of conjoint retention. Journal of General Psychology, 119(3), 303-313.
*Wiley, J. (2019). Picture this! Effects of photographs, diagrams, animations, and sketching on learning and beliefs about learning from a geoscience text. Applied Cognitive Psychology, 33(1), 9-19.
*Wilson, R. E., & Bradbury, L. U. (2016). The pedagogical potential of drawing and writing in a primary science multimodal unit. International Journal of Science Education, 38(17), 2621-2641.
*Wu, S. P. W., Corr, J., & Rau, M. A. (2019). How instructors frame students' interactions with educational technologies can enhance or reduce learning with multiple representations. Computers & Education, 128, 199-213.
*Zhang, Z. H., & Linn, M. C. (2013). Learning from chemical visualizations:Comparing generation and selection. International Journal of Science Education, 35(13), 2174-2197.
王燕青, 王福兴, 谢和平, 陈佳雪, 李文静, 胡祥恩. (2019). 一图抵千言:多媒体学习中的自我生成绘图策略. 心理科学进展, 27(4), 623-635.
*韦雨亭. (2020). 学习者生成绘图对高中生物学习效果的影响 (硕士学位论文). 上海师范大学.
*谢和平. (2020). "妙指生花":触屏指绘对词语记忆和文本学习的影响 (博士学位论文). 华中师范大学, 武汉.
*张婉莹. (2020). 学习者生成性绘图对高中生科学文本学习的影响:合作学习的作用 (硕士学位论文). 华中师范大学, 武汉.
[1] PENG Yue, ZHANG Heyi, CHEN Yinghe, LEI Xiuya, QI Yue, YU Xiao, QIAO Xuewen, LIU Moxuan, YAN Luyi. Age Differences in Analogical Reasoning Strategies and Their Relationships with Working Memory and Inhibitory Control [J]. Psychological Development and Education, 2023, 39(6): 761-771.
[2] ZHANG Hongchi, MAO Weibin, CUI Huiyuan, AN Shu, LI Qingyuan. The Effects of Value on Item Memory and Associative Memory in Older Adults [J]. Psychological Development and Education, 2023, 39(5): 625-634.
[3] NIU Xiang, RAN Guangming. The Association between Peer Relationship and Preschoolers' Problem Behavior: A Three-level Meta-analysis [J]. Psychological Development and Education, 2023, 39(4): 473-487.
[4] CHENG Yangchun, HUANG Jin. Association between the Approximate Number System and Mathematical Competence: A Meta-analysis [J]. Psychological Development and Education, 2023, 39(3): 379-390.
[5] GAO Feng, BAI Xuejun, ZHANG Peng, CAO Haibo. A Meta-analysis of the Relationship between Parenting Styles and Suicidal Ideation in Chinese Adolescents [J]. Psychological Development and Education, 2023, 39(1): 97-108.
[6] SONG Jiaru, LIU Yuanyuan, WANG Xiuli, LI Shouxin. The Attentional Guidance Effect of Visual and Verbal Working Memory Representation [J]. Psychological Development and Education, 2022, 38(5): 609-617.
[7] XIE Yuntian, SHI Zifu, YIN Lin, LAN Luo. A Meta-analysis of the Relationships between Chinese Parenting Styles and Children’s Academic Achievement [J]. Psychological Development and Education, 2022, 38(3): 366-379.
[8] WEN Kailing, CHEN Ping, YANG Shuang, NING Ning. Proactive Interference Effects on the Orthographic-working Memory in Chinese Children with Spelling Difficulties [J]. Psychological Development and Education, 2022, 38(2): 153-160.
[9] WU Guojing, CHENG Xuelin, LI Ye, BAI Rong, XING Shufen, LI Yuhua. The Reciprocal Relations between Executive Functions and Language Ability: The Moderating Effects of Socioeconomic Status [J]. Psychological Development and Education, 2022, 38(2): 186-194.
[10] XU Junting, BAO Wei, LUO Junlong. Unstable Control Deprivation Impairs Working Memory Updating [J]. Psychological Development and Education, 2022, 38(1): 1-9.
[11] GUO Ying, XIAO Hongrui, GONG Xianmin, WANG Dahua. Age Alters the Effects of Emotional Valence on the Cognitive Mechanisms Underlying False Memory [J]. Psychological Development and Education, 2022, 38(1): 17-25.
[12] LONG Yiting, JIANG Yingjie, JIAO Runkai. The Impact of Encoding and Retrieval on Children's Development of Binding [J]. Psychological Development and Education, 2021, 37(6): 761-767.
[13] SHI Guochun, ZHAO Dongyan, FAN Huiyong. Changes in College Students' Physical Self-esteem in 2004~2016: A Cross-temporal Meta-analysis [J]. Psychological Development and Education, 2021, 37(5): 648-659.
[14] ZHENG Chenye, HUANG Yan, WANG Jingmei, JIANG Cundui, LU Yingjun. The Effect of Face Clues on Real and Cartoon Face Memory of 4~6-year-olds [J]. Psychological Development and Education, 2021, 37(4): 472-480.
[15] LIU Tuanli, SHAN Yafei, XING Min, BAI Xuejun. Part-list Cuing Effect in Working Memory: Effects of Task Presentation Mode [J]. Psychological Development and Education, 2021, 37(4): 489-497.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd