Learning by teaching can be effective, yet many students fail to engage in knowledge building, in which they actively generate inferences and connect the material to their existing knowledge. Recent research suggests creating drawings while orally explaining to others fosters knowledge building and long‐term learning; however, the mechanisms underlying this effect—generation, visualization, or both—remain unclear. In the present study, college students will learn about the human respiratory system and then explain what they learned on video to a fictitious peer. Following a 2 × 2 between‐subjects design, students will either generate their own words or visuals on a whiteboard while explaining aloud, or they will view instructor‐provided words or visuals while explaining aloud. We expect access to visuals (generated or provided) will foster knowledge building and learning outcomes better than access to words. We will also test competing hypotheses regarding potential unique benefits of explaining instructor‐provided versus learner‐generated visuals.

中文翻译：

---

通过教学促进学习中的知识构建：对绘画-促进-解释假设的检验

通过教学进行学习可能是有效的，但是许多学生未能参与知识积累，他们在其中积极产生推论并将材料与他们现有的知识联系起来。最近的研究表明，在向他人口头解释的同时创建图纸可以促进知识的积累和长期学习。但是，影响这种作用的机制（生成，可视化或两者兼而有之）仍然不清楚。在本研究中，大学生将学习人类的呼吸系统，然后向假想的同伴解释他们在视频中学到的东西。按照2×2的主题间设计，学生将在大声解释时在白板上生成自己的单词或视觉效果，或者在大声解释时查看教师提供的单词或视觉效果。我们希望获得视觉效果（生成或提供的视觉效果）比获得文字效果更好地促进知识建设和学习成果。我们还将测试关于解释讲师提供的视觉效果与学习者生成的视觉效果的潜在独特优势的相互竞争的假设。