TY - JOUR
T1 - Mapping and Drawing to Improve Students' and Teachers' Monitoring and Regulation of Students' Learning from Text
T2 - Current Findings and Future Directions
AU - van de Pol, Janneke
AU - van Loon, Mariette
AU - van Gog, Tamara
AU - Braumann, Sophia
AU - de Bruin, Anique
N1 - Funding Information:
This work was funded by a Veni grant from the Netherlands Organization for Scientific Research awarded to the first author (grant number: 451-16-012).
Publisher Copyright:
© 2020, The Author(s).
PY - 2020/12
Y1 - 2020/12
N2 - For (facilitating) effective learning from texts, students and teachers need to accurately monitor students' comprehension. Monitoring judgments are accurate when they correspond to students' actual comprehension. Accurate monitoring enables accurate (self-)regulation of the learning process, i.e., making study decisions that are in line with monitoring judgments and/or students' comprehension. Yet, (self-)monitoring accuracy is often poor as the information or cues used are not always diagnostic (i.e., predictive) for students' actual comprehension. Having students engage in generative activities making diagnostic cues available improves monitoring and regulation accuracy. In this review, we focus on generative activities in which text is transformed into visual representations using mapping and drawing (i.e., making diagrams, concept maps, or drawings). This has been shown to improve monitoring and regulation accuracy and is suited for studying cue diagnosticity and cue utilization. First, we review and synthesize findings of studies regarding (1) students' monitoring accuracy, regulation accuracy, learning, cue diagnosticity, and cue utilization; (2) teachers' monitoring and regulation accuracy and cue utilization; and (3) how mapping and drawing affect using effort as a cue during monitoring and regulation, and how this affects monitoring and regulation accuracy. Then, we show how this research offers unique opportunities for future research on advancing measurements of cue diagnosticity and cue utilization and on how effort is used as a cue during monitoring and regulation. Improving measures of cue diagnosticity and cue utilization can provide us with more insight into how students and teachers monitor and regulate students' learning, to help design effective interventions to foster these important skills.
AB - For (facilitating) effective learning from texts, students and teachers need to accurately monitor students' comprehension. Monitoring judgments are accurate when they correspond to students' actual comprehension. Accurate monitoring enables accurate (self-)regulation of the learning process, i.e., making study decisions that are in line with monitoring judgments and/or students' comprehension. Yet, (self-)monitoring accuracy is often poor as the information or cues used are not always diagnostic (i.e., predictive) for students' actual comprehension. Having students engage in generative activities making diagnostic cues available improves monitoring and regulation accuracy. In this review, we focus on generative activities in which text is transformed into visual representations using mapping and drawing (i.e., making diagrams, concept maps, or drawings). This has been shown to improve monitoring and regulation accuracy and is suited for studying cue diagnosticity and cue utilization. First, we review and synthesize findings of studies regarding (1) students' monitoring accuracy, regulation accuracy, learning, cue diagnosticity, and cue utilization; (2) teachers' monitoring and regulation accuracy and cue utilization; and (3) how mapping and drawing affect using effort as a cue during monitoring and regulation, and how this affects monitoring and regulation accuracy. Then, we show how this research offers unique opportunities for future research on advancing measurements of cue diagnosticity and cue utilization and on how effort is used as a cue during monitoring and regulation. Improving measures of cue diagnosticity and cue utilization can provide us with more insight into how students and teachers monitor and regulate students' learning, to help design effective interventions to foster these important skills.
KW - Self-regulated learning
KW - Student monitoring
KW - Teacher monitoring
KW - Metacomprehension accuracy
KW - Mental effort
KW - Text comprehension
KW - METACOMPREHENSION ACCURACY
KW - JUDGMENTS
KW - COMPREHENSION
KW - EXPLANATIONS
KW - PERFORMANCE
KW - COMPLETION
KW - KNOWLEDGE
KW - EVALUATE
KW - MEMORY
U2 - 10.1007/s10648-020-09560-y
DO - 10.1007/s10648-020-09560-y
M3 - (Systematic) Review article
SN - 1040-726X
VL - 32
SP - 951
EP - 977
JO - Educational Psychology Review
JF - Educational Psychology Review
IS - 4
ER -