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Drawing and Material Visibility in Video Learning: Examining Drawing Quality as a Mediator.

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Title: Drawing and Material Visibility in Video Learning: Examining Drawing Quality as a Mediator.
Authors: Zhang, Yi (AUTHOR), Zhang, Qihui (AUTHOR), Xu, Ke (AUTHOR), Yang, Jiumin (AUTHOR), Pi, Zhongling (AUTHOR)
Source: Applied Cognitive Psychology. Mar2026, Vol. 40 Issue 2, p1-14. 14p.
Subjects: Access to information, Drawing techniques, Cognitive load, Metacognition, Audiovisual education, Student satisfaction, Educational outcomes
Abstract: Drawing is widely advocated as an active learning strategy; however, its effectiveness in video‐based learning remains inconsistent. One potential explanation lies in material visibility, whether learning materials remain accessible during task performance. Using a 2 (drawing vs. passive viewing) × 2 (visible vs. no visible) experimental design, this study examined the effects of drawing and material visibility on cognitive load, learning satisfaction, immediate and delayed performance, and metacognitive accuracy. We further tested whether drawing quality mediated the relationship between instructional condition and learning outcomes. Results revealed a significant interaction between drawing and material visibility. Drawing enhanced learning performance primarily when materials were visible, whereas its benefits were attenuated under no visible conditions. Material visibility positively influenced learning outcomes indirectly through improved drawing quality. These findings suggest that the effectiveness of drawing depends on access to learning materials and highlight the importance of considering cognitive load constraints in generative learning tasks. [ABSTRACT FROM AUTHOR]
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Database: Psychology and Behavioral Sciences Collection
Description
Abstract:Drawing is widely advocated as an active learning strategy; however, its effectiveness in video‐based learning remains inconsistent. One potential explanation lies in material visibility, whether learning materials remain accessible during task performance. Using a 2 (drawing vs. passive viewing) × 2 (visible vs. no visible) experimental design, this study examined the effects of drawing and material visibility on cognitive load, learning satisfaction, immediate and delayed performance, and metacognitive accuracy. We further tested whether drawing quality mediated the relationship between instructional condition and learning outcomes. Results revealed a significant interaction between drawing and material visibility. Drawing enhanced learning performance primarily when materials were visible, whereas its benefits were attenuated under no visible conditions. Material visibility positively influenced learning outcomes indirectly through improved drawing quality. These findings suggest that the effectiveness of drawing depends on access to learning materials and highlight the importance of considering cognitive load constraints in generative learning tasks. [ABSTRACT FROM AUTHOR]
ISSN:08884080
DOI:10.1002/acp.70192