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30 - The Drawing Principle in Multimedia Learning

from Part VII - Principles Based on Generative Activity in Multimedia Learning

Published online by Cambridge University Press:  19 November 2021

By
Detlev Leutner  and
Annett Schmeck
Edited by
Richard E. Mayer  and
Logan Fiorella
Richard E. Mayer
Affiliation:
University of California, Santa Barbara
Logan Fiorella
Affiliation:
University of Georgia
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Summary

This chapter discusses the drawing principle in multimedia learning. It proposes that asking students to create drawings while reading text causes generative processing that leads to better learning outcomes. In drawing, students have to translate the verbal text information into a picture that represents spatial relationships among functional elements referred to in the text. Asking students to draw a picture of the text content as they read encourages them to actively engage in deep cognitive and metacognitive processing and thus fosters deep understanding of the material to be learned. The drawing principle has been supported by many studies, especially when students engage in drawing using paper and pencil. An important logistical issue is to create a form of drawing activity that minimizes extraneous cognitive processing by providing appropriate support for drawing.

Keywords

drawing principlegenerative processingextraneous cognitive processinggenerative theory of drawing constructiondrawing support
Type
Chapter
Information
The Cambridge Handbook of Multimedia Learning , pp. 360 - 369
Publisher: Cambridge University Press
Print publication year: 2021

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References

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