Drawing after learning, both from scratch and with spatial scaffolds, improves absolute monitoring accuracy (calibration) compared with a time-matched mental reactivation control condition¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2020 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i1 Students who drew after each text paragraph showed better absolute monitoring accuracy than students who mentally reactivated the contents, d = 0.36. → Julia Kollmer 2020

Evidence¶

Julia Kollmer 2020¶

Julia Kollmer, Katrin Schleinschok, Katharina Scheiter, Alexander Eitel. (2020). Is drawing after learning effective for metacognitive monitoring only when supported by spatial scaffolds? Instructional Science. https://doi.org/10.1007/s11251-020-09521-6

q3 · i1 · causal · r2

Randomized experiment with 88 university students (29 control, 29 drawing-from-scratch, 30 scaffolded drawing) learning a five-paragraph text on auroras. A linear mixed effects model on JOL minus performance per paragraph showed the control condition had higher overconfidence than both drawing conditions, "b = 2.84, SE = 0.81, t = 3.50, p < 0.001, d = 0.36".

"Results revealed significant differences in line with this contrast, b = 2.84, SE = 0.81, t = 3.50, p < 0.001, d = 0.36"

Discussion¶

Learner Variables¶

• Metacognition — outcome: instruction changes it

Related Claims¶

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• Spatial thinking and generative activity reduced monitoring error while higher interest increased it — related
• Sketching during reading yielded the most accurate comprehension monitoring, with significantly less absolute error than photograph, no-image, and animation conditions — related
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• Monitoring accuracy predicts comprehension-based regulation accuracy, and cue availability also has an indirect effect on regulation accuracy via monitoring accuracy — related
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