Work

Maximizing the benefits of student-generated drawing for real-world problem solving

Year: 2025

Type: article

Abstract: • College students were asked to draw while solving real-world problems. • Mathematical drawing instructions led to fewer situational elements in drawings. • Providing drawing support led to more accurate drawings. • More accurate drawings with fewer situational elements led to better performance. • Mathematical drawing instructions with support improved performance. Solving real-world problems is a challenge for many students. The two-pathway model of student-generated drawing for real-world problem solving states that problem-solving performance is maximized when students make drawings that are (1) accurate and (2) in mathematical format. We investigated how drawing accuracy and problem-solving performance are affected by presence or absence of drawing support in the form of providing thumbnail representations of the key elements to be used in the drawing (intended to enhance drawing accuracy) and providing mathematical drawing instructions to create schematic representations (intended to prime mathematical format in drawings) or situational drawing instructions to create pictorial representations (intended to prime drawings with extraneous situational elements). In a 2 x 2 between-subjects experiment with drawing support (supported drawing or unsupported drawing) and drawing instructions (situational drawing instructions or mathematical drawing instructions) as factors, 112 undergraduate students were randomly assigned to one of four drawing conditions. In line with the two-pathway model, we found that students provided with drawing support and mathematical drawing instructions outperformed those in other conditions on solving real-world problems. Based on path analyses, this effect was attributed to higher drawing accuracy and fewer extraneous situational elements in their drawings. Results support the two-pathway model of how student-generating drawing can support real-world problem solving.

Source: Contemporary Educational Psychology

DOI: 10.1016/j.cedpsych.2025.102369

Authors: Johanna Schoenherr, Richard E. Mayer

Institutions: Paderborn University, University of Münster, University of California, Santa Barbara

Language: English

Topic: Visual and Cognitive Learning Processes

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $4,720