Untangling the Benefits of Retrieval-based Diagrams for Metacomprehension Accuracy – A Matter of Elaboration or Retrieval?
L. Untaru · Utrecht University Repository (Utrecht University) · 2020
Effective metacomprehension stimulates better comprehension regulation, which is essential for learning from text. This study aimed to explore cognitive mechanisms underlying a generative learning activity with benefits on metacomprehension, a retrieval-based diagram, comparing two accounts: elaboration of a situation model and retrieval. In an online experiment, adult participants read four texts and engaged in four practice tasks that differed in format (diagram/paragraph) and process (retrieval/repeated-study): retrieval-based diagram, retrieval-based paragraph, repeated-study diagram, and restudy. Participants provided metacomprehension judgements after each task, and took tests of factual information and causal relations. Improved metacomprehension of causal relations was produced after a retrieval-based diagram, which was significantly different than restudy, providing evidence for the combination of retrieval and elaboration of a situation model (constructive retrieval) to explain the success of retrieval-based diagrams on metacomprehension. A main effect of retrieval on metacomprehension of causal relations indicated that retrieval stimulated participants to reflect on understanding of text meaning, not factual details. The most enjoyable task was the repeated-study diagram, while the least enjoyable was the retrieval-based diagram. As most effective task was least enjoyable, this suggests that task difficulty might explain why learners choose less effective learning strategies.