This study investigates the effects of sketchnoting, a visualized approach of notetaking, on learning strategies. The main questions asked were: What are the effects of sketchnoting on learners' learning strategies, including cognitive strategies (rehearsal, elaboration, organizational) and metacognitive strategies? Forty-eight undergraduate participants were divided into two groups, an experimental group, and a control group. Findings demonstrated a significant increase in cognitive learning strategies and metacognitive strategies in the experimental group. Other findings revealed that the aesthetic appeal of sketchnoting is the major reason motivating participants' sketchnoting behavior and the corresponding connection between design strategies and the learning strategies is the key of positive impacts of sketchnoting on learning strategies. Additional insights and implications are discussed.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1808414 |
| Date | 05 1900 |
| Creators | Yang, Xue |
| Contributors | Lin, Lin, Spector, J. Michael, Foshay, Wellesley |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | viii, 173 pages, Text |
| Rights | Public, Yang, Xue, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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