All three drawing conditions scored better than the control condition on the drawing test and performed equally well¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 The no support, global support, and local support conditions each scored better than the control condition on the drawing test (partial η2 = 0.06) and did not differ from each other. → Steffen P. Schmidgall 2020

Evidence¶

Steffen P. Schmidgall 2020¶

Steffen P. Schmidgall, Katharina Scheiter, Alexander Eitel. (2020). Can we further improve tablet-based drawing to enhance learning? An empirical test of two types of support. Instructional Science. https://doi.org/10.1007/s11251-020-09513-6

q3 · i2 · causal · r2

ANCOVA on drawing test performance (visuo-spatial knowledge) with prior knowledge as covariate, N = 153 after three participants terminated early. The article reports an overall effect with partial η2 = 0.06 and that the three drawing conditions "scored better than the control condition, thereby performing equally well (all ps > 0.68)".

"For drawing test performance, an ANCOVA with the covariate prior knowledge revealed that the experimental conditions differed statistically significantly, F(3,148) = 2.88, MSE = 398.49, p < 0.05, partial η2 = 0.06. The no support (SE = 4.52, p = 0.03), global support (SE = 4.58, p = 0.02), and local support conditions (SE = 4.55, p = 0.01) scored better than the control condition, thereby performing equally well (all ps > 0.68)."

Discussion¶

Related Claims¶

• Drawing conditions that were compared to control outperformed the read-only control condition on transfer performance — related
• Neither global nor local drawing support increased drawing quality, and local support significantly decreased it relative to unsupported drawing — reports the opposite
• Drawing provided no benefit for lower-order recognition knowledge, and the local support condition scored significantly lower than control — related
• Drawing support increased rather than decreased perceived difficulty, indicating cognitive overload — related
• Drawing quality was positively associated with learning outcomes across the drawing conditions, replicating the prognostic drawing effect — related
• Instructional drawing support does not significantly improve students' comprehension or transfer compared with unsupported drawing overall — related