Drawing and Summarizing as Generative Strategies for Learning Scientific Processes
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Authors
Yu, Victoria
Date
2025-09-09
Type
thesis
Language
eng
Keyword
Generative Learning , Neuroscience , Electroencephalography , Eye Tracking , Education , Cognitive Theory of Multimedia Learning , Cognitive Offloading , Self-Regulated Learning , Educational Psychology , Cognitive Workload
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Abstract
Generative learning requires individuals to actively select, organize, and integrate the to-be-learned information with their existing knowledge to create a mental representation of the content learned (Fiorella, 2023; Wittrock, 1989). Generative learning strategies, such as drawing and summarizing, are activities learners can implement to support the cognitive processes involved in sense-making (Fiorella & Mayer, 2015, 2016). Using the Cognitive Theory of Multimedia Learning and the Select-Organize-Integrate framework (Fiorella & Mayer, 2015, 2016), this thesis combines multiple modes of data collection to examine whether there are differences in participants’ cognitive processes and attention when they engage with generative learning strategies.
The present study used a within-subjects design, where participants completed drawing and summarizing tasks while learning about scientific processes. Self-ratings on perceived expertise, metacomprehension, and learning performance were measured using a pre-test before the experiment, a post-test immediately after the experiment, and a delayed post-test. Quantitative content analyses were performed on participants’ products. Learning performance analyses showed improved post-test scores compared to pre-test scores regardless of when the post-test was taken. Eye movement metrics associated with cognitive processes such as attention were measured across tasks and included fixation counts and durations, as well as switches/integrative transitions between areas of interest (AOIs). Eye tracking analyses showed that drawing resulted in greater number of transitions between text and toolbar AOIs, and higher stationary gaze entropy values compared to summarizing. Using electroencephalography, theta (4-8 Hz) and alpha (8-12 Hz) band power as well as peak frequencies were analyzed across the different task segments to assess cognitive workload. Drawing and summarizing resulted in theta synchronization and alpha desynchronization compared to baseline. Findings from this experiment provide evidence supporting the notion that drawing and summarizing require different cognitive and attentional processes. This thesis contributes to our current understanding of the neurocognitive and behavioural processes underlying drawing and summarizing.
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Intellectual Property Guidelines at Queen's University
Copying and Preserving Your Thesis
This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.
Attribution 4.0 International