Combining Generative Drawing and Explaining Activities for Chemistry Learning: Exploring the Role of Prior Knowledge

Generative strategies such as drawing, self-explaining, and explaining to others promote active learning, but evidence on their combined effects is mixed, and the role of prior knowledge remains unclear. The authors investigated the effects of drawing, self-explaining, and explaining to others, alone and in combination, in a multiple representation domain, chemistry. A total of 134 undergraduate students who had completed introductory chemistry were randomly assigned to one of six conditions using a 2 (drawing/no drawing) x 3 (self-explaining, explaining to others, no explaining) experimental design. Participants completed a pretest, studied learning materials while applying their assigned strategies, revised their products against instructor-provided examples, and then completed a posttest. Results showed no significant main effects of drawing or explaining. However, prior knowledge moderated the impact of conditions on the posttest: drawing benefitted students with moderate prior knowledge, while combining drawing with explaining to others was particularly effective for students with lower prior knowledge. These findings highlight boundary conditions for dual generative strategies and underscore the importance of aligning strategy use with learner characteristics.