This study tested whether creating drawings helps students generate higher-quality oral explanations during learning by teaching, thereby enhancing learning outcomes. 120 college students studied a scientific text about the human respiratory system. Students then either taught the material on video to a fictitious peer by orally explaining (explain-only), creating drawings (draw-only), or creating drawings while orally explaining (explain-and-draw). A control group of students spent the same amount of time restudying the lesson (restudy). One week later all students completed a posttest consisting of retention, transfer, and drawing questions. All three teaching conditions significantly outperformed the restudy condition on the posttest (d′s ranging from .80 to 1.46). Critically, the explain-and-draw group also significantly outperformed the explain-only (d = .99) and the draw-only (d = .65) groups. Consistent with our primary hypotheses, the explain-and-draw group produced more elaborative oral explanations than the explain-only group, which partially explained the benefits of drawing while explaining on learning outcomes. Overall, this study demonstrates that drawing facilitates explaining and enhances the effectiveness of learning by teaching. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

中文翻译：

---

创建图纸可以通过教学来增强学习。

这项研究测试了创作图纸是否有助于学生在边学边学期间产生更高质量的口头解释，从而提高学习成果。120 名大学生学习了有关人类呼吸系统的科学教材。然后，学生要么通过口头解释（仅解释）、绘制图纸（仅绘制）或在口头解释的同时绘制图纸（解释和绘制），将视频材料教授给虚构的同龄人。对照组学生花费相同的时间重新学习课程（重新学习）。一周后，所有学生都完成了由保留、转移和绘图问题组成的后测。所有三个教学条件在后测中都显着优于再学习条件（d 的范围从 0.80 到 1.46）。关键的是，解释和绘图组的表现也明显优于仅解释 (d = .99) 和仅绘图 (d = .65) 组。与我们的主要假设一致，解释和绘画组比仅解释组产生了更详尽的口头解释，这部分解释了绘画的好处，同时解释了学习成果。总的来说，这项研究表明，绘画有助于解释并提高教学中学习的有效性。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）这项研究表明，绘画有助于解释并提高教学中的学习效果。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）这项研究表明，绘画有助于解释并提高教学中的学习效果。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）