Self-Directed Pedagogy and Visual Learning

Kindell, Chloe
Journal Title
Journal ISSN
Volume Title
Florida Southern College
It has been shown that interacting with content directly can improve memory for what is being studied (Kane & Anderson, 1978; Markant, DuBrow, Davachi, & Gureckis, 2014). One way that this is possible is through sentence creation. However, it has also been shown that visual depictions of information offer a significant benefit to memory (Yen, Lee, &Chen, 2012; Smith, Hunt, & Dunlap, 2015; Hockley & Bancroft, 2011). The purpose of this study was to examine whether the memory effects of self-created content might be more successful when combined with visual learning. Participants utilized one of four different study methods to memorize fifteen cue-target pairs of words. It was hypothesized that those creating their own content would have a higher rate of recall than those who were given their study materials, particularly those that created images. However, participant-generated sentences resulted in greater recall than participant-generated pictures after both the short t (47) = -9.47, p < .001, and after long retention intervals t (47) = -2.56, p = .014, indicating there might be some sort of performance anxiety leading to recall issues. This could be a form of “art anxiety.”
Honors thesis Fall 2019
Self-managed learning , Simulated environment (Teaching method) , Visual learning , Perceptual learning