Feeling better when working with creative tools? Exploring the effects of a sketchnote intervention on students’ achievement emotions

Abstract

Sketchnoting is a visual note taking strategy that combines written notations with drawings. The potential is seen, in particular, in providing space for enjoyable learning. Since empirical evidence on how sketchnoting effects emotions is currently limited, the present study examined how students’ achievement emotions change after a sketchnoting intervention and how students visualize text information in sketchnotes. In a mixed methods intervention study with fifth grade students (N = 99 students, Mage = 10.04 years, SD = 0.39, 55.91% female) the sketchnote group used sketchnoting in five German grammar lessons, whereas the control group learned the grammar content through writing. Repeated ANOVA measures revealed that after the intervention, negative emotions significantly decreased within the sketchnote group, but not within the control group. In addition, a qualitative content analysis of the sketchnotes showed that students created visual analogies and examples, that connect abstract terms with daily life experiences. The results support the idea that sketchnoting can decrease students’ negative achievement emotions and provides space for linking new learning content to real-world experiences.