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Drawing and Material Visibility in Video Learning: Examining Drawing Quality as a Mediator

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Title: Drawing and Material Visibility in Video Learning: Examining Drawing Quality as a Mediator
Language: English
Authors: Yi Zhang, Qihui Zhang (ORCID 0009-0003-8210-4574), Ke Xu, Jiumin Yang (ORCID 0000-0001-6402-9361), Zhongling Pi (ORCID 0000-0002-8776-6177)
Source: Applied Cognitive Psychology. 2026 40(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Freehand Drawing, Active Learning, Video Technology, Technology Uses in Education, Cognitive Processes, Difficulty Level, Student Satisfaction, Delay of Gratification, Metacognition, Accuracy, Instructional Effectiveness
DOI: 10.1002/acp.70192
ISSN: 0888-4080
1099-0720
Abstract: Drawing is widely advocated as an active learning strategy; however, its effectiveness in video-based learning remains inconsistent. One potential explanation lies in material visibility, whether learning materials remain accessible during task performance. Using a 2 (drawing vs. passive viewing) × 2 (visible vs. no visible) experimental design, this study examined the effects of drawing and material visibility on cognitive load, learning satisfaction, immediate and delayed performance, and metacognitive accuracy. We further tested whether drawing quality mediated the relationship between instructional condition and learning outcomes. Results revealed a significant interaction between drawing and material visibility. Drawing enhanced learning performance primarily when materials were visible, whereas its benefits were attenuated under no visible conditions. Material visibility positively influenced learning outcomes indirectly through improved drawing quality. These findings suggest that the effectiveness of drawing depends on access to learning materials and highlight the importance of considering cognitive load constraints in generative learning tasks.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503464
Database: ERIC
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  Data: Drawing and Material Visibility in Video Learning: Examining Drawing Quality as a Mediator
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  Data: <searchLink fieldCode="AR" term="%22Yi+Zhang%22">Yi Zhang</searchLink><br /><searchLink fieldCode="AR" term="%22Qihui+Zhang%22">Qihui Zhang</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-8210-4574">0009-0003-8210-4574</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ke+Xu%22">Ke Xu</searchLink><br /><searchLink fieldCode="AR" term="%22Jiumin+Yang%22">Jiumin Yang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6402-9361">0000-0001-6402-9361</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zhongling+Pi%22">Zhongling Pi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8776-6177">0000-0002-8776-6177</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Freehand+Drawing%22">Freehand Drawing</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Satisfaction%22">Student Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Delay+of+Gratification%22">Delay of Gratification</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
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  Data: 10.1002/acp.70192
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  Data: Drawing is widely advocated as an active learning strategy; however, its effectiveness in video-based learning remains inconsistent. One potential explanation lies in material visibility, whether learning materials remain accessible during task performance. Using a 2 (drawing vs. passive viewing) × 2 (visible vs. no visible) experimental design, this study examined the effects of drawing and material visibility on cognitive load, learning satisfaction, immediate and delayed performance, and metacognitive accuracy. We further tested whether drawing quality mediated the relationship between instructional condition and learning outcomes. Results revealed a significant interaction between drawing and material visibility. Drawing enhanced learning performance primarily when materials were visible, whereas its benefits were attenuated under no visible conditions. Material visibility positively influenced learning outcomes indirectly through improved drawing quality. These findings suggest that the effectiveness of drawing depends on access to learning materials and highlight the importance of considering cognitive load constraints in generative learning tasks.
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  Data: 2026
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      – SubjectFull: Active Learning
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      – TitleFull: Drawing and Material Visibility in Video Learning: Examining Drawing Quality as a Mediator
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