Can We Further Improve Tablet-Based Drawing to Enhance Learning? An Empirical Test of Two Types of Support

Autor/inn/en	Schmidgall, Steffen P.; Scheiter, Katharina; Eitel, Alexander
Titel	Can We Further Improve Tablet-Based Drawing to Enhance Learning? An Empirical Test of Two Types of Support
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 48 (2020) 4, S.453-474 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scheiter, Katharina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-020-09513-6
Schlagwörter	Handheld Devices; Freehand Drawing; Outcomes of Education; Skill Development; Evaluation Methods; Technology Uses in Education; Learning Strategies + Suchen Sie Ihr Suchwort? Drawing; Zeichnen; Lernleistung; Schulerfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Digital drawing can foster learning, but only if the drawing is of sufficient quality. Hence, the focus of the present study was to investigate whether and how two types of drawing support may foster drawing quality and, in turn, learning outcomes. To this end, participants (N = 156) were randomly assigned to one of four conditions, in which they either just read text (control), were prompted to make a free-hand representational drawing (unsupported drawing), or they were additionally supported in their drawing efforts because a background (global support) or single elements for the drawing (local support) were already provided. Learning outcomes were assessed by means of recognition, transfer, and a drawing test. Results revealed that students from all three drawing conditions (unsupported, global, and local support) scored better on the transfer and drawing tests than the control condition. Both types of drawing support did neither increase drawing quality nor learning in comparison to unsupported drawing. Reasons for the latter findings are discussed. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01