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    Self-generated drawings for supporting comprehension of a complex animation

    Access Status
    Fulltext not available
    Authors
    Mason, L.
    Lowe, Ric
    Tornatora, M.
    Date
    2013
    Type
    Journal Article
    
    Metadata
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    Citation
    Mason, Lucia and Lowe, Richard and Tornatora, Maria Caterina. 2013. Self-generated drawings for supporting comprehension of a complex animation. Contemporary Educational Psychology. 38 (3): pp. 211-224.
    Source Title
    Contemporary Educational Psychology
    DOI
    10.1016/j.cedpsych.2013.04.001
    ISSN
    0361476X
    URI
    http://hdl.handle.net/20.500.11937/41487
    Collection
    • Curtin Research Publications
    Abstract

    The perceptual and cognitive processing demands involved in comprehending complex animations can pose considerable challenges to learners. There is a tendency for learners to extract information that is highly perceptually salient but neglect less conspicuous information of crucial relevance to the building of a quality mental model. This study investigated the effectiveness of self-generated drawing for learning from an animation illustrating a scientific phenomenon, the so-called “Newton’s cradle.” Participants were 199 students in grade seven, randomly assigned to three experimental conditions: self-generated drawing, traced/copied drawing, and no drawing. All participants were asked to produce an explanation of the animation for both immediate and delayed posttests. The results revealed the superiority of self-generated drawing in supporting animation comprehension at both testing times compared to the other two conditions, which did not differ from each other. In addition, comprehension of the animation was related to the quality of self-generated drawings. Specifically, the depiction of information characterized by low perceptual salience but high conceptual relevance to the phenomenon predicted comprehension and retention over time.

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