Is drawing after learning effective for metacognitive monitoring only when supported by spatial scaffolds?
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Is drawing after learning effective for metacognitive monitoring only when supported by spatial scaffolds? Julia Kollmer1 · Katrin Schleinschok2,3 · Katharina Scheiter2,3 · Alexander Eitel4 Received: 23 July 2019 / Accepted: 25 June 2020 © Springer Nature B.V. 2020
Abstract In this study, we investigated whether drawing after learning supports metacognitive monitoring especially when students are supported in their drawing efforts. Therefore, eightyeight participants were randomly assigned to one of three experimental groups. They were asked to learn from a text comprising five paragraphs about the formation of auroras. After reading each of the five paragraphs, one group had to mentally imagine the contents (control group), a second group had to draw from scratch, and a third group had to draw with the help of spatial scaffolds. All participants provided judgments of learning (JOL) for each paragraph, and took a knowledge test afterwards. Results revealed that students who drew, both with and without scaffold, monitored their learning more accurately on an absolute level. Even though there were no differences between the two drawing conditions for monitoring accuracy, JOLs were based on the actual drawing quality only when students drew with the help of spatial scaffolds. Results thus hint towards the potential of (scaffolded) drawing to support metacognitive monitoring. Reasons for why drawing with spatial scaffolds did not improve monitoring compared to drawing from scratch are discussed. Keywords Self-regulated learning · Metacognition · Metacognitive monitoring · Calibration · Drawing · Learning from text
Introduction With the advent of digital technology, the needs, as well as the opportunities, for autonomous learning outside of classroom settings have grown. Due to an increasing number of learning environments without the guidance of teachers, the ability to self-regulate one’s own learning becomes more relevant. “Knowing how to manage one’s own learning activities has become, in short, an important survival tool” (Bjork et al. 2013, p. 418). Even if * Julia Kollmer [email protected]‑freiburg.de 1
Department of Psychology, University of Freiburg, 79085 Freiburg, Germany
2
Leibniz-Institut für Wissensmedien, Tübingen, Germany
3
University of Tübingen, Tübingen, Germany
4
Justus-Liebig University, Giessen, Germany
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“survival” seems to be slightly overstated, it must be admitted that self-regulated learning (SRL) has become crucial for private and professional development. Thus, there is a need to enable learners to set learning goals, direct their learning behavior, and monitor whether their goals have been achieved. Briefly, it is important to enable learners to self-regulate their learning. SRL requires learners, among other things, to know what they have already learned and understood (monitoring), and to adapt their study behavior accordingly (control). Therefore, they need to know which contents need further studying in order to reach
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