Performing under challenge: The differing effects of ability and normative performance goals
- Autores: Logan Fiorella, Shelbi Kuhlmann
- Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 112, Nº. 4, 2020, págs. 811-822
- Idioma: inglés
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- Dialnet Métricas: 1 Cita
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Resumen
This study tested whether creating drawings helps students generate higher-quality oral explanations during learning by teaching, thereby enhancing learning outcomes. 120 college students studied a scientific text about the human respiratory system. Students then either taught the material on video to a fictitious peer by orally explaining (explain-only), creating drawings (draw-only), or creating drawings while orally explaining (explain-and-draw). A control group of students spent the same amount of time restudying the lesson (restudy). One week later all students completed a posttest consisting of retention, transfer, and drawing questions. All three teaching conditions significantly outperformed the restudy condition on the posttest (d′s ranging from .80 to 1.46). Critically, the explain-and-draw group also significantly outperformed the explain-only (d = .99) and the draw-only (d = .65) groups. Consistent with our primary hypotheses, the explain-and-draw group produced more elaborative oral explanations than the explain-only group, which partially explained the benefits of drawing while explaining on learning outcomes. Overall, this study demonstrates that drawing facilitates explaining and enhances the effectiveness of learning by teaching. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
