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Deutsche Version

Project Leader    
Prof. Dr. Detlev Leutner  
Dr. Maria Opfermann  
Prof. Dr. Angela Sandmann  
Project Collaborateur    
Annett Schmeck nee Schwamborn  


Grant reference: LE 645/9
Background, Aims and Framework
The learner-generated drawing strategy requires learners to actively self-construct pictorial representations from text. Re-sults from the first and second project phases revealed several impact factors on the effectiveness of the learner-generated drawing strategy:  
(a) Quality of the learner-generated drawing  
(b) Type of instructional support  
(c) Presentation mode (paper- vs. computer-based)  
(d) Cognitive load  
1) Testing the generalizability of the first project phases’ findings regarding learner-generated drawing during learning with chemistry texts on learning with biology texts.  
2) Developing further theoretical evidence to optimize the computer-based visualization tool.  
3) Investigating cognitive load during the learning process.  
Exp. 1 & 2: When learning with a biological science text, which impact does self-generated drawing have during paper-based (Exp. 1) and computer-based (Exp. 2) learning on learning outcomes?  
Exp. 3: How can computer-based self-generated drawing be improved by sequentially presenting the respective text?
Methods and Analysis
To get a deeper insight into the impact of presentation mode on cognitive load during learning, cognitive load aspects will be assessed several times continuously throughout the learning phase in all experiments.  
Presentation of a biological science text by means of paper-based learning materials as well as with a computer-based visualization tool (see Figure 1).  
Fig. 1: Visualization tool from 2nd project phase (German version)  
Learning outcomes will be measured with  
• a multiple-choice test on retention,  
• an open-questions test on transfer,  
• a drawing test.  
Cognitive load will be assessed during learning as well as retrospectively after the whole learning phase using items on  
mental effort (Paas, 1992) &  
perceived difficulty (Kalyuga et al., 2003).
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