By
Yefeng Lu,
Qing Wang,
Emmanuel Manalo,
Yanyan Zhang,
Xin Jin,
Dewei Ye
Received: 2025-10-20 / Accepted: 2025-12-5 / Published: 2025-12-19
Abstract Learning by drawing is increasingly recognized as a powerful learning strategy that facilitates knowledge construction and integration. However, research has rarely examined how technology-supported environments influence students’ use of diagram-based learning strategies. This quasi-experimental study involved 72 undergraduate students in a pedagogy course. The experimental group (N=37) used a digital diagramming platform equipped with AI-assisted layout and auto-generation functions, while the control group (N=35) drew diagrams by hand. Both groups received instruction and encouragement in using diagrams as learning strategies. The study found that a technology-supported drawing environment encourages students to use diagrams more spontaneously and enhances the quality of the diagrams they create. However, this environment did not make drawing diagrams feel easier. While it improved the visual appeal of the diagrams, it did not lead to a greater coverage of knowledge points or enhance the accuracy of the meanings conveyed. Pedagogical implications are offered based on the findings.
[More...]
