AUTHOR=Navratil Sabrina D. , Kühl Tim 

TITLE=Learning with self-generated drawings and the impact of learners’ emotional states

JOURNAL=Frontiers in Psychology

VOLUME=14

YEAR=2023

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1286022

DOI=10.3389/fpsyg.2023.1286022

ISSN=1664-1078

ABSTRACT=<sec><title>Introduction</title><p>The present study examined the influence of emotional states when learning with self-generated drawings. It was assumed that learners in a positive emotional state would profit from learning with self-generated drawings, while learners in a negative emotional state would not profit from this strategy to the same extent but would rather benefit through reading.</p></sec><sec><title>Methods</title><p>University students (<italic>N</italic>  =  123) were randomly assigned to one of four conditions resulting from a 2  ×  2 design with self-generated drawings (yes vs. no) and emotional state (positive vs. negative) as independent variables.</p></sec><sec><title>Results</title><p>Results showed that learning with self-generated drawings was more beneficial for a following transfer test than learning without drawings – irrespective of a learner’s emotional state. The quality of self-generated drawings predicted the learning outcomes of the retention and pictorial test, but not for transfer.</p></sec><sec><title>Discussion</title><p>Missing effects of emotional states and the missing interaction with self-generated drawings will be discussed.</p></sec>