The interactive effects of drawing task, prompt format, and visual aids on video-based learning: Attention and drawing accuracy as mediators

Abstract

This study investigated the effects of open- and closed-book learning conditions either accompanied by visual aids or without on learners’ attention, drawing accuracy, and learning performance. Participants were 127 undergraduate learners randomly assigned to view either an open- or closed-book prompt, who then watched either a video lecture accompanied by visual aids or one without (i.e. visuals provided vs. no visuals). The results showed that for learners who were provided with visual aids, compared to the open-book condition, those in the closed-book condition demonstrated higher eye blink rate as well as improved immediate and delayed test scores. However, this advantage was not observed in the condition with no visual materials. Mediation analysis showed that increased immediate test scores in the visuals provided condition was due partly to improved drawing accuracy. Multiple mediation analyses showed that the open-book with visuals provided condition led to lower eye blink rate, increased fixation count, and improved drawing accuracy, which collectively resulted in decreased immediate test performance. These findings have implications for educators and instructional designers regarding how to tailor effective learning strategies; specifically, educators could consider using closed-book learning conditions with visual aids to enhance learners’ attention and improve their learning performance.