Effect sizes across drawing-support studies show significant heterogeneity for both comprehension and transfer outcomes¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Heterogeneity is significant for comprehension (Q(15) = 37.99, p < 0.001) and transfer (Q(6) = 28.33, p < 0.001) outcomes. → Detlev Leutner · Johanna Biele 2025
Evidence¶
Detlev Leutner · Johanna Biele 2025¶
Detlev Leutner · Johanna Biele. (2025). Without Integration, Everything Is Nothing: A Meta-Analysis of the Effectiveness of Instructional Support for Drawing-to-Learn. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10067-7
q3 · i? · quant-synthesis · r?
Heterogeneity tests reported with the overall-effect analysis in the random-effects meta-analysis. The article states the heterogeneity "indicated differences between the effect sizes, suggesting the need for moderator analyses"; forest plots are shown in Figs. 4 and 5.
"with significant heterogeneity for both the comprehension test, Q (15) = 37.99, p < 0.001, and the transfer test results, Q(6) = 28.33, p < 0.001"
Discussion¶
Related Claims¶
- Drawing quality was positively associated with learning outcomes across the drawing conditions, replicating the prognostic drawing effect — related
- Perceived difficulty was negatively correlated with recognition but not significantly with transfer or drawing test performance — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
drawing-support-heterogeneity-significant |
title |
Effect sizes across drawing-support studies show significant heterogeneity for both comprehension and transfer outcomes |
description |
Effect sizes across drawing-support studies show significant heterogeneity for both comprehension and transfer outcomes |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — detlev-leutner-johanna-biele-2025 |
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