Université de Fribourg

Do emotions and prior performance facilitate the use of the learner-generated drawing strategy? Effects of enjoyment, anxiety, and intramathematical performance on the use of the drawing strategy and modelling performance

Schukajlow, Stanislaw ; Blomberg, Judith ; Rellensmann, Johanna ; Leopold, Claudia

In: Contemporary Educational Psychology, 2021, vol. 65, no. 101967, p. 1-11

The use of self-generated drawings has been found to be a powerful strategy for problem solving. However, many students do not engage in drawing activities. In this study, we investigated the effects of the enjoyment of the drawing strategy, anxiety about the drawing strategy, and prior intramathematical performance on the use of the drawing strategy and modelling performance. We explored the...

Université de Fribourg

Learning from scientific texts: personalizing the text increases transfer performance and task involvement

Dutke, Stephan ; Grefe, Anna Christiane ; Leopold, Claudia

In: European Journal of Psychology of Education, 2016, vol. 31, no. 4, p. 499-513

In an experiment with 65 high-school students, we tested the hypothesis that personalizing learning materials would increase students’ learning performance and motivation to study the learning materials. Students studied either a 915-word standard text on the anatomy and functionality of the human eye or a personalized version of the same text in which 60 definite articles (e.g., “the...

Université de Fribourg

Effects of strategy instructions on learning from text and pictures

Leopold, Claudia ; Doerner, Marcel ; Leutner, Detlev ; Dutke, Stephan

In: Instructional Science, 2015, vol. 43, no. 3, p. 345-364

In two experiments, we compared effects of instructions that encourage learners to create referential connections between words and pictures with instructions that distract learners from creating referential connections. In Experiment 1, students read a scientific text under four conditions. In the text-picture condition, students read the illustrated text without strategy instructions. In...

Université de Fribourg

Science text comprehension: Drawing, main idea selection, and summarizing as learning strategies

Leopold, Claudia ; Leutner, Detlev

In: Learning and Instruction, 2012, vol. 22, no. 1, p. 16-26

The purpose of two experiments was to contrast instructions to generate drawings with two text-focused strategies—main idea selection (Exp. 1) and summarization (Exp. 2)— and to examine whether these strategies could help students learn from a chemistry science text. Both experiments followed a 2 × 2 design, with drawing strategy instructions (yes vs. no) and main idea/summarization...

Université de Fribourg

Improving students’ science text comprehension through metacognitive self-regulation when applying learning strategies

Leopold, Claudia ; Leutner, Detlev

In: Metacognition and Learning, 2015, vol. 10, no. 3, p. 313-346

In three experiments, students were trained to use strategies for learning from scientific texts: text highlighting (Experiment 1), knowledge mapping (Experiment 2), and visualizing (Experiment 3). Each experiment compared a control condition, cognitive strategy training, and a combined cognitive strategy plus metacognitive selfregulation training with a specific focus on the quality of...

Université de Fribourg

An Imagination Effect in Learning From Scientific Text

Leopold, Claudia ; Mayer, Richard E.

In: Journal of Educational Psychology, 2015, vol. 107, no. 1, p. 47-63

Asking students to imagine the spatial arrangement of the elements in a scientific text constitutes a learning strategy intended to foster deep processing of the instructional material. Two experiments investigated the effects of mental imagery prompts on learning from scientific text. Students read a computer-based text on the human respiratory system (control group), read while being...

Université de Fribourg

The Power of Imagination and Perspective in Learning From Science Text

Leopold, Claudia ; Mayer, Richard E. ; Dutke, Stephan

In: Journal of Educational Psychology, 2019, vol. 111, no. 5, p. 793-808

In 2 experiments, college students read a 4-paragraph text on how the human circulatory system works and were instructed to form a mental image of the events described in each paragraph from the perspective of their own body (first-person perspective group) or from the perspective of a fictitious person facing them (third-person perspective group), or were given no imagination instructions...

Université de Fribourg

Learning with summaries: Effects of representation mode and type of learning activity on comprehension and transfer

Leopold, Claudia ; Sumfleth, Elke ; Leutner, Detlev

In: Learning and Instruction, 2013, vol. 27, p. 40-49

The purpose of the experiment was to examine whether students better understand a science text when they are asked to self-generate summaries or to study predefined summaries. Furthermore, we tested the effects of verbal and pictorial summaries. The experiment followed a 2 × 2 design with representation mode (verbal vs. pictorial) and learning activity (self-generating vs. studying) as...

Université de Fribourg

Make a drawing. Effects of strategic knowledge, drawing accuracy, and type of drawing on students’ mathematical modelling performance

Rellensmann, Johanna ; Schukajlow, Stanislaw ; Leopold, Claudia

In: Educational Studies in Mathematics, 2016, vol. 95, no. 1, p. 53-78

Drawing strategies are widely used as a powerful tool for promoting students’ learning and problem solving. In this article, we report the results of an inferential mediation analysis that was applied to investigate the roles that strategic knowledge about drawing and the accuracy of different types of drawings play in mathematical modelling performance. Sixty-one students were asked to...