Text-only students based draw judgments on internal mental images while image-condition students recalled external visuals¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Study 1b, text-only participants were more likely to report using internal mental images for draw judgments, while text-with-image participants recalled external images. → Jaeger 2024 q2 i? Study 2 replicated this pattern in chemistry. → Jaeger 2024 (2)

Evidence¶

Jaeger 2024¶

Jaeger, A. J., & Fiorella, L. (2024). Metacognitive effects of instructional visuals: the role of cue use and judgment type. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09370-x

q2 · i? · causal · r2

Study 1b with 47 undergraduates reading biology texts. Among the 18 who reported visual cues for draw judgments, text-only participants favored internal mental imagery while image-condition participants favored recall of external images, "X2(1) = 68.10, p = 0.004".

"participants in the text-only condition being more likely to report basing their judgments on their ability to generate an internal mental image (n = 8 out of 9) while those in the text-with-image condition were more likely to report basing their judgment on their ability to recall the image they saw or images they have seen in textbooks before (n = 7 out of 9), X2(1) = 68.10, p = 0.004."

Jaeger 2024 (2)¶

Jaeger, A. J., & Fiorella, L. (2024). Metacognitive effects of instructional visuals: the role of cue use and judgment type. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09370-x

q2 · i? · causal · r2

Study 2 with 48 undergraduates reading chemistry texts replicated the internal-external pattern among the 23 reporting visual cues for draw judgments, "X2(1) = 19.33, p < 0.001".

"participants in the text-only condition were more likely to report basing their judgments on their ability to generate an internal mental image (n = 11 out of 12), whereas those in the text-with-image condition were more likely to report basing their judgment on their ability to recall the provided image they saw or images they have seen in textbooks before (n = 11 out of 11), X2(1) = 19.33, p < 0.001."

Discussion¶

Related Claims¶

• Students in the image condition gave higher draw judgment magnitude than text-only students in Study 1a — related
• Students reported using visual cues for draw judgments but not for test or explain judgments — related
• Students using representation-based cues showed higher draw relative accuracy than those using heuristic cues — related
• Instructional visuals reduced draw relative metacomprehension accuracy compared to text-only condition — related
• Learning by drawing outperforms text-based strategies but is often less effective than studying pre-made drawings, with guidance and drawing training as key determinants — related