We compared performances on a learning task in which students (N = 81) viewed a pedagogical multimedia document without (control group) or with a readymade graphic organizer (readymade group) with performances on an active learning task where students self-generated a graphic organizer either totally (total self-generated group) or partially (partial self-generated group) while learning from the same multimedia document. According to the generative hypothesis, asking students to actively engage in the construction of a graphic organizer enhances their learning, owing to the generative processes (selection, organization, integration) required to perform the task. However, according to the cognitive load hypothesis, generating a graphic organizer can hinder students’ learning, owing to the extraneous processing elicited by the task. It can nonetheless be assumed that if scaffolding is provided to students in the shape of an empty graphic organizer to fill in, these negative effects can be avoided. Results confirmed the beneficial effect of providing a graphic organizer on students’ retention of the elements contained in the multimedia document (macrostructure information, hierarchical relations). Evidence in favor of the cognitive load hypothesis and against the generative hypothesis was found, as students in the total self-generated group performed more poorly on the retention and transfer tests than those in the readymade group. This negative effect on learning ceased to be observed when scaffolding was provided to students in the partial self-generated group, although they still spent more time on the document than those in the readymade group. Overall, we failed to observe any beneficial effect of generation on learning.

中文翻译：

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要求学生成为积极的学习者：完全或部分自行生成图形组织者对学生学习成绩的影响

我们比较了一项学习任务的表现，即学生（N  = 81）在没有（对照组）或有现成的图形组织者（现成小组）的情况下观看了教学多媒体文档，与在学生自己生成的图形组织者的主动学习任务中的表现进行了比较。从同一多媒体文档中学习时，可以是全部（自生成的组）或部分（自生成的组）。根据生成假设，由于执行任务所需的生成过程（选择，组织，整合），要求学生积极参与图形组织者的构建可以增强他们的学习能力。但是，根据认知负荷假设，由于任务引起的不必要的处理，生成图形组织者会阻碍学生的学习。但是可以假设，如果以空的图形组织者的形式为学生提供脚手架以进行填充，则可以避免这些负面影响。结果证实了提供图形组织器对学生保留多媒体文档中包含的元素（宏观结构信息，层次关系）的有益作用。发现了支持认知负荷假说和反对生成假说的证据，这是因为在自发组中，学生在保留和转移测试中的表现比现成组的学生差。当向部分自发组的学生提供脚手架时，不再观察到对学习的负面影响，尽管他们在文档上花费的时间仍然比现成组的学生更多。总体而言，我们未能观察到一代对学习的任何有益影响。