Generative learning activities for online multimedia learning: when summarizing is effective but drawing is not.

ABSTRACT:

Introduction

The goal of this study is to determine whether two commonly used generative learning activities for text-based lessons-writing a summary or creating a drawing-help students learn from a multimedia lesson involving animations with short text captions without prior training in the generative activities.

Methods

Students viewed a series of four annotated animations on greenhouse gases. During pauses between the animations, students were asked to generate a written summary, to create a drawing, or to do both, whereas a control group viewed the lesson without any generative learning activities. Students were tested immediately (Experiment 1) or after a one-week delay (Experiment 2).

Results

In both experiments, students who produced written summaries scored si

SUBMITTER: Lawson AP 

PROVIDER: S-EPMC11402827 | biostudies-literature | 2024

REPOSITORIES: biostudies-literature