Increasing germane cognitive load is not a significant moderator of drawing support effects on comprehension¶
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? Increase of germane cognitive load did not significantly moderate the effect of drawing support on comprehension (Q(1) = 0.92, p = 0.339). → 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?
Moderator analysis of comprehension outcomes in the random-effects meta-analysis; Hypothesis 3 was rejected. Only the homogeneity test statistic is printed, no effect size for the moderator contrast.
"the increase of germane cognitive load (support including/not including the increase of GCL as a potential impact on cognitive processing) turned out to be a non-significant moderator of the effect of drawing support on students' comprehension as well, Q(1) = 0.92, p = 0.339"
Discussion¶
Learner Variables¶
- Working Memory — moderator: an instructional effect differs with it
Related Claims¶
- Reducing extraneous cognitive load is not a significant moderator of drawing support effects on comprehension — related
- Drawing support that facilitates integration significantly increases comprehension, while support not expected to facilitate integration does not — related
- Cognitive load showed no significant mediation of the effects of navigation features or self-explanation prompts on video learning outcomes — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
germane-load-increase-non-significant-moderator |
title |
Increasing germane cognitive load is not a significant moderator of drawing support effects on comprehension |
description |
Increasing germane cognitive load is not a significant moderator of drawing support effects on comprehension |
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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