In this study, we investigated whether drawing after learning supports metacognitive monitoring especially when students are supported in their drawing efforts. Therefore, eighty-eight participants were randomly assigned to one of three experimental groups. They were asked to learn from a text comprising five paragraphs about the formation of auroras. After reading each of the five paragraphs, one group had to mentally imagine the contents (control group), a second group had to draw from scratch, and a third group had to draw with the help of spatial scaffolds. All participants provided judgments of learning (JOL) for each paragraph, and took a knowledge test afterwards. Results revealed that students who drew, both with and without scaffold, monitored their learning more accurately on an absolute level. Even though there were no differences between the two drawing conditions for monitoring accuracy, JOLs were based on the actual drawing quality only when students drew with the help of spatial scaffolds. Results thus hint towards the potential of (scaffolded) drawing to support metacognitive monitoring. Reasons for why drawing with spatial scaffolds did not improve monitoring compared to drawing from scratch are discussed.

在这项研究中，我们调查了学习后绘画是否支持元认知监控，特别是当学生在绘画工作中得到支持时。因此，将88名参与者随机分配到三个实验组之一。他们被要求从包含五个段落的文本中学习有关极光的形成。在阅读了五段的每一段之后，一组必须在头脑中想象内容（对照组），第二组必须从头开始绘制，第三组必须在空间支架的帮助下绘制。所有参与者均对每个段落提供学习判断（JOL），然后进行知识测试。结果显示，无论有脚手架还是无脚手架，画画的学生在绝对水平上都能更准确地监控他们的学习。即使两个绘图条件之间的监视精度没有差异，但JOL仅在学生借助空间脚手架进行绘制时才基于实际的绘图质量。因此，结果提示（脚手架）绘图有可能支持元认知监控。讨论了为什么与从头开始绘制相比，使用空间支架进行绘制不能改善监视的原因。