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2 results

  • 30 - The Drawing Principle in Multimedia Learning

  • from Part VII - Principles Based on Generative Activity in Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara, Logan Fiorella, University of Georgia
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    19 November 2021
    Print publication:
    09 December 2021, pp 360-369

  • Summary

    This chapter discusses the drawing principle in multimedia learning. It proposes that asking students to create drawings while reading text causes generative processing that leads to better learning outcomes. In drawing, students have to translate the verbal text information into a picture that represents spatial relationships among functional elements referred to in the text. Asking students to draw a picture of the text content as they read encourages them to actively engage in deep cognitive and metacognitive processing and thus fosters deep understanding of the material to be learned. The drawing principle has been supported by many studies, especially when students engage in drawing using paper and pencil. An important logistical issue is to create a form of drawing activity that minimizes extraneous cognitive processing by providing appropriate support for drawing.

  • 23 - The Collaboration Principle in Multimedia Learning

  • from Part III - Advanced Principles of Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    05 August 2014
    Print publication:
    28 July 2014, pp 547-575

  • Summary

    This chapter discusses the generative drawing principle in multimedia learning. The generative drawing principle states that asking students to create drawings while reading text causes generative processing that leads to better learning outcomes. An important logistical issue when the generative drawing strategy is used is to create a form of drawing activity that minimizes the creation of extraneous cognitive processing by providing appropriate support for drawing. The studies reviewed in the chapter provide evidence for a positive effect of drawing. The results are also consistent with the cognitive theory of multimedia learning, which posits that people who engage in generative processes while learning are more likely than those who do not to construct meaningful learning outcomes. An important logistical issue for instructional designers when using the drawing strategy is to create a form of drawing activity that minimizes the creation of extraneous cognitive processing, by providing appropriate support for drawing.