Abstract
Imagination-to-learn is a specific learning strategy that has been studied in many academic fields. The present study investigated whether imagination is beneficial overall for learning compared to conventional study strategies, while also identifying moderator factors affecting the global effect. A meta-analysis was conducted by scientifically rigorous experiments comparing the learning outcomes of students who were asked to form a mental image of the events described in learning material while reading (imagination condition) or were given no imagination instructions (control condition). A total of 21 experimental studies published on the PsycINFO, Web of Science, ProQuest Dissertations and Theses, ERIC and Google Scholar databases were included, yielding 70 pair-wise comparisons with N = 2625 participants. An overall positive effect of imagination-to-learn was found for both retention (g+ = 0.40, 95% CI [0.23, 0.58], z = 4.63, p < .001) and transfer (g+ = 0.51, 95% CI [0.22, 0.43, z = 3.43, p < .001]) performance. However, analysis of the funnel plots showed that publication bias was present in the reporting of learning outcomes. Analysis of the moderators indicated that the effect sizes differed significantly only with respect to learners’ prior knowledge for transfer performance and their educational level for retention scores. Based on these findings, the present study provides important directions for future research and practices.
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Hajer Mguidich is a PhD student at the Polytechnic University of Haut-de-France (France).
Current themes of research:
Her research interests are perceptual and cognitive processes in learning, generative learning theory and imagination effect.
Most relevant publications in the field of Psychology in Education:
No previous publications.
Bachir Zoudji is a full Professor at the Polytechnic University of Haut-de-France (France).
Current themes of research:
His research focuses on the perceptual-cognitive processes underlying performance in expert and novice learners.
Most relevant publications in the field of Psychology in Education:
Khacharem, A., Zoudji, B., & Kalyuga, S. (2015). Expertise reversal for different forms of instructional designs in dynamic visual representations. British Journal of Educational Technology, 46(4), 756-767.
Khacharem, A., Zoudji, B., Spanjers, I. A., & Kalyuga, S. (2014). Improving learning from animated soccer scenes: Evidence for the expertise reversal effect. Computers in Human Behavior, 35, 339-349.
Khacharem, A., Zoudji, B., & Kalyuga, S. (2019). Which representation is best for communicating dynamic information?. Memory, 27(7), 943-951.
Aïmen Khacharem is an Assistant Professor at the University of Paris-East Créteil (France).
Current themes of research:
His research interests include design of learning environments, cognitive load theory, and the expertise reversal effect.
Most relevant publications in the field of Psychology in Education:
Khacharem, A., Zoudji, B., & Kalyuga, S. (2015). Expertise reversal for different forms of instructional designs in dynamic visual representations. British Journal of Educational Technology, 46(4), 756-767.
Khacharem, A., Zoudji, B., Spanjers, I. A., & Kalyuga, S. (2014). Improving learning from animated soccer scenes: Evidence for the expertise reversal effect. Computers in Human Behavior, 35, 339-349.
Rekik, G., Khacharem, A., Belkhir, Y., Bali, N., & Jarraya, M. (2019). The instructional benefits of dynamic visualizations in the acquisition of basketball tactical actions. Journal of Computer Assisted Learning, 35(1), 74-81.
Khacharem, A., Trabelsi, K., Engel, F. A., Sperlich, B., & Kalyuga, S. (2020). The effects of temporal contiguity and expertise on acquisition of tactical movements. Frontiers in Psychology, 11, 413.
Rekik, G., Khacharem, A., Belkhir, Y., Bali, N., & Jarraya, M. (2019). The effect of visualization format and content complexity on acquisition of tactical actions in basketball. Learning and Motivation, 65, 10-19.
H'mida, C., Kalyuga, S., Souissi, N., Rekik, G., Jarraya, M., & Khacharem, A. (2022). Is the human movement effect stable over time? The effects of presentation format on acquisition and retention of a motor skill. Journal of Computer Assisted Learning, 38(1), 167-177.
Chikha, A. B., Khacharem, A., Trabelsi, K., & Bragazzi, N. L. (2021). The effect of spatial ability in learning from static and dynamic visualizations: A moderation analysis in 6-year-old children. Frontiers in Psychology, 12, 583968.
Rekik, G., Khacharem, A., Belkhir, Y., Bali, N., & Jarraya, M. (2019). The effect of visualization format and content complexity on acquisition of tactical actions in basketball. Learning and Motivation, 65, 10-19.
Khacharem, A., Zoudji, B., & Kalyuga, S. (2019). Which representation is best for communicating dynamic information?. Memory, 27(7), 943-951.
Ben Chikha, H., Zoudji, B., & Khacharem, A. (2023). Using pointing gestures to convey tactical information: investigating the roles of expertise and complexity. Psychological Research, 1-11.
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Mguidich, H., Zoudji, B. & Khacharem, A. Does imagination enhance learning? A systematic review and meta-analysis. Eur J Psychol Educ (2023). https://doi.org/10.1007/s10212-023-00754-w
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DOI: https://doi.org/10.1007/s10212-023-00754-w