ISSN 1671-3710
CN 11-4766/R

心理科学进展 ›› 2019, Vol. 27 ›› Issue (4): 623-635.doi: 10.3724/SP.J.1042.2019.00623

• 研究前沿 • 上一篇    下一篇


王燕青, 王福兴(), 谢和平, 陈佳雪, 李文静, 胡祥恩()   

  1. 华中师范大学心理学院, 武汉 430079
  • 收稿日期:2018-06-19 出版日期:2019-04-15 发布日期:2019-02-22
  • 通讯作者: 王福兴,胡祥恩;
  • 基金资助:
    * 国家自然科学基金面上项目(#31771236);贵州省教育改革发展研究重大课题(#2017ZD005);中央高校基本科研业务费资助(2018YBZZ093)

A picture is worth a thousand words: Self-generation drawing for multimedia learning

WANG Yanqing, WANG Fuxing(), XIE Heping, CHEN Jiaxue, LI Wenjing, HU Xiangen()   

  1. School of Psychology, Central China Normal University, Wuhan 430079, China
  • Received:2018-06-19 Online:2019-04-15 Published:2019-02-22
  • Contact: WANG Fuxing,HU Xiangen;


自我生成绘图是指学生使用可视化的学习方法绘制一幅能反映每一段文字中重要观点的图画, 通过图文结合的方式来促进学习的一种策略。综述以往研究发现, 先前研究通过操纵文本、动画等学习材料来考察自我生成绘图在学习中的作用, 发现自我生成绘图的效果并不稳健:一方面它可以通过提高学生的认知和元认知能力、激发积极的情感状态而提高学习效果, 得到了绘图建构生成理论和多媒体学习认知理论的支持; 另一方面也可以通过增加认知负荷而阻碍学习, 得到了认知负荷理论的支持。整体而言, 自我生成绘图策略还是有利于学习的, 已有研究在学习效果上的效应量中值为d保持 = 0.13, d理解 = 0.46, d迁移 = 0.38。未来的研究仍需要关注自我生成绘图策略的材料操纵、效果评定以及潜在变量等等。

关键词: 自我生成绘图, 绘图建构生成理论, 多媒体学习认知理论, 认知负荷理论, 多媒体学习


Self-generated drawing is a learning strategy in which learners rely on a written text to construct representational drawings that correspond to the main elements and relations described in each portion of the text. Previous studies have examined the role of self-generated drawing in learning by manipulating text, animation and other learning materials. However, it remained various mixed results of the effects of self-generated drawing. From the perspectives of generative theory of drawing construction (GTDC) and cognitive theory of multimedia learning (CTML), self-generated drawing can improve students' cognitive and metacognitive abilities, stimulate the positive emotional state and result in better retention or comprehension. In addition, cognitive load theory (CLT) might predict the opposite result of learning for the reason that drawing brings about an increase of extraneous cognitive load. In general, the self-generated mapping strategy is conducive to learning, the median effect sizes are dretention = 0.13, dcomprehension = 0.46, dtransfer = 0.38. The inconsistent results may be explained by the existence of potential boundary conditions, such as support, test methods, and prior knowledge, to name a few. Future studies should focus on the moderating effects of material manipulation, effectiveness evaluation, and other variables.

Key words: self-generated drawing, generation theory of drawing construction, cognitive theory of multimedia learning, cognitive load theory, multimedia learning