Fostering knowledge building in learning by teaching: A test of the drawing‐facilitates‐explaining hypothesis

Undergraduates (n = 132) learned about the human respiratory system and then taught what they by explaining aloud on video. Following a 2 × design, students either generated their own words or visuals paper while aloud, viewed instructor-provided aloud. One week after teaching, completed explanation, drawing, transfer tests. Teaching with provided visualizations resulted in significantly higher test performance than teaching words. Furthermore, led to drawing visuals. Finally, number of elaborations students' explanations during did not differ across groups but was associated subsequent explanation performance. Overall, findings partially support hypothesis that facilitate learning explaining, yet benefits appeared stronger for learner-generated drawings.