Digital drawing can foster learning, but only if the drawing is of sufficient quality. Hence, the focus of the present study was to investigate whether and how two types of drawing support may foster drawing quality and, in turn, learning outcomes. To this end, participants (N = 156) were randomly assigned to one of four conditions, in which they either just read text (control), were prompted to make a free-hand representational drawing (unsupported drawing), or they were additionally supported in their drawing efforts because a background (global support) or single elements for the drawing (local support) were already provided. Learning outcomes were assessed by means of recognition, transfer, and a drawing test. Results revealed that students from all three drawing conditions (unsupported, global, and local support) scored better on the transfer and drawing tests than the control condition. Both types of drawing support did neither increase drawing quality nor learning in comparison to unsupported drawing. Reasons for the latter findings are discussed.

数字绘图可以促进学习，但前提是必须具有足够的质量。因此，本研究的重点是调查两种类型的绘图支持是否以及如何提高绘图质量，进而提高学习效果。为此，参与者（Ñ = 156）被随机分配给以下四个条件之一：在这些条件下，它们要么只是阅读文本（控件），要么被提示制作徒手的代表性绘图（不受支持的绘图），或者由于背景而在他们的绘图工作中获得了额外的支持（全局支持）或图形的单个元素（本地支持）。通过识别，转移和绘画测试评估学习成果。结果显示，来自所有三个绘图条件（无支持，全局和本地支持）的学生在转移和绘图测试中的得分均高于控制条件。与不受支持的图形相比，两种类型的图形支持都不会提高图形质量或学习效果。讨论了后一个发现的原因。