Drawing by Hand or Using a Computer: Which Learning Tool
Best Promotes Visual Literacy Skills of Biology Students?
Faculté d’éducation
Justine Bell, PhD, M. Ed.
Under the supervision of Caroline Hanrahan, PhD
Introduction / Purpose
Results
Research Questions
• Biology is the most visual of the sciences
• There are now many software imaging applications available
for learning biological structures and concepts. Do these
really enhance student engagement and improve
comprehension for Digital Natives?
This study focused on two topics that develop visual literacy in
biology and two types of learning activities were applied. One
used digital technology, and the other used traditional drawing
techniques to address the same topic.
Does the use of digital imagery enhance comprehension of
visual concepts in biology? Does the use of this technology
improve the ability to self-evaluate (a measure of
metacognition)? Is using the technology correlated with
improved task engagement?
Methods / Research Design
Subjects: Science students (18-21 year old) in a college-level
biology course, randomly divided into two groups.
OUTLINE PROCEDURE
Background/ Theoretical Framework
Visual literacy is the ability to understand and use images for
thinking and communication (Braden, 1993). It is crucial in
biology because biologists use drawing and graphical
representation to study and describe structures in living
systems.
.
Learning
Topic
Topic 1
Cell
structure
Digital Media
Treatment
Group 1
Group 2
Survey
Students complete a demographic survey and are asked
about learning styles, computer literacy, etc.
Theory
Class is introduced to the topic of cell structure.
Group 1 learns how to draw a
cell and identify structures,
Intervention #1
using an Interactive Digital
Activity.
Group 2 learns how to
draw a cell and identify
structures, using a
Traditional Drawing Activity.
Quiz #1
Students
1. draw and label a cell;
(Assessment of
2. self-evaluate their drawing.
learning)
* 3D modeling
* Problem solving
* Multi-tasking
* Reflection
* Linear thinking
Topic 2
Cell
division
(Prensky, 2001)
My brain was shaped by
digital media and imagery.
I am a Digital Native
(Prensky, 2001)
The digital medium gives
instant feedback, improving
self-evaluation
(Peat &Franklin, 2002).
Bioinformatics has expanded the
importance of digital imagery in
biology.
Teacher reviews cell structure to ensure that both groups
have equal learning opportunities
Theory
Class is introduced to the topic of cell division by mitosis.
Review
Group 2 learns how to draw
the phases of mitosis and
identify structures, using an
Interactive Digital Activity.
Teacher reviews mitosis to ensure that both groups have
equal learning opportunities.
Questionnaire
on
commitment to Students are asked which learning activity promoted
the two
comprehension and was more motivating.
learning
activities
Theories of Embodied Cognition indicate
that drawing enhances construction and
integration of knowledge
(Van Meter & Gartner, 2005).
Students followed step-by-step instructions on how to draw cell structures.
The material was identical for both teaching tools (drawing or computer).
EXAMPLE SLIDE FROM DIGITAL ACTIVITY
6.
Drag the lysosome
into the cell
7.
Drag the Golgi body
into the cell
8.
Drag the
mitochondrion into
the cell
(Note: there are
normally several
mitocondria)
9.
Rose Dufresne, 2013
Review
Group 1 learns how to draw
the phases of mitosis and
Intervention #2
identify structures, using a
Traditional Drawing Activity.
Drag the centrosome
into the cell
(Note the
centrosome is made
of two crossed-over
centrioles)
Group 1
(Computer)
Group 2
(Hand-drawing)
• Average grade for Group 1 = 15.31/20 (76%) with std. dev. 2.20 (n = 16).
Average grade for Group 2 = 16.94/20 (or 85%) with std. dev. 1.86 (n=17).
Independent Means t-test (2-tailed) showed a significant difference:
t(31) = -2.29, p = 0.03.
(Survey established that there was no significant difference between the
groups for any of the confounding variables that were measured).
• Quiz 2: No significant difference between groups.
• No significant difference between ability to self-evaluate between
groups. There was no correlation between self-evaluation and teacher
grade for either group.
• No significant difference in measures of level of task commitment
between groups for each quiz.
Students
Quiz #2
1. draw a cell in a particular phase of mitosis, labelling
(Assessment of
specific structures;
learning)
2. self-evaluate their drawing.
The brains of Developing Adults
need to practice reflection and
sequential logic as pre-frontal
lobes develop (Arnett, 2000).
Different people use different
learning styles to assimilate
information (Gardner’s Theory
of Multiple Intelligences).
Quiz 1
Average
Grade
(out of 20)
Justine Bell
Champlain College
8 Feb 2011
Discussion
The evidence does not support claims that digital tools enhance learning:
Students in this study learned the material better through drawing than
through using the computer.
In this study there was no difference between the ability to self-evaluate
or level of task commitment when learning by using a computer or
when learning by drawing.
Although the material was identical, students perceived the information
from the computer to be superior in quality, with comments such as “The
information [from the computer] is more precise, so learning is facilitated
and simple”. This indicates a mismatch between perception and reality.
Students felt ownership of material they had drawn, with comments
such as “Because by drawing it myself, I find it sticks in my head better.
And I could really make it my own” .
Small sample size limits the ability to draw broad conclusions, but this
study points to the need to pursue objective assessment of the value of
digital tools for learning, and it also cautions against abandoning drawing
in favour of using digital learning tools. Rather, biology teachers should
use both types of learning tools with their students.
References
Arnett, J. J. (2000). Emerging adulthood: A theory of development from the early teens through
the twenties, American Psychologist, 55(5), 469-480.
Braden, R. A. (1993). Twenty five years of visual literacy research. In D.G. Beauchamp (Ed.),
Visual literacy: Selected readings from the Annual Conference of the International Visual
Literacy (pp. 19-31). Blacksburg, VA: International Visual Literacy Association.
10. Go to next
slide
Prensky, M. (2001a). Digital natives: digital immigrants[Electronic version]. MCB University
Press: On the Horizon, 9(5), 1-5. Retrieved November 28, 2010.
Van Meter, P. & Gartner, J. (2005) The Promise and Practice of Learner-Generated Drawing:
Literature Review and Synthesis, Educational Psychology Review, 17(4), 285-325
Peat, M. & Franklin, S.(2002) Supporting student learning: the use of computer-based
formative assessment modules. British Journal of Educational Teaching, 33(5), 515 –523.