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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]
Copyright of Applied Cognitive Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Drawing and Material Visibility in Video Learning: Examining Drawing Quality as a Mediator.
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  Data: <searchLink fieldCode="AR" term="%22Zhang%2C+Yi%22">Zhang, Yi</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zhang%2C+Qihui%22">Zhang, Qihui</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Xu%2C+Ke%22">Xu, Ke</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Yang%2C+Jiumin%22">Yang, Jiumin</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pi%2C+Zhongling%22">Pi, Zhongling</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Applied+Cognitive+Psychology%22">Applied Cognitive Psychology</searchLink>. Mar2026, Vol. 40 Issue 2, p1-14. 14p.
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  Data: <searchLink fieldCode="DE" term="%22Access+to+information%22">Access to information</searchLink><br /><searchLink fieldCode="DE" term="%22Drawing+techniques%22">Drawing techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+load%22">Cognitive load</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Audiovisual+education%22">Audiovisual education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+satisfaction%22">Student satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: <i>Copyright of Applied Cognitive Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=193121885
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        Value: 10.1002/acp.70192
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        Text: English
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        PageCount: 14
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        Type: general
      – SubjectFull: Drawing techniques
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      – SubjectFull: Cognitive load
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      – SubjectFull: Audiovisual education
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      – SubjectFull: Educational outcomes
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              Text: Mar2026
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