Effects of self‐generated graphic organizers on learning depend on in‐task guidance

We investigated the effects of readymade versus self‐generated graphic organizers (GOs) on learning, comparing the performances of undergraduates ( N = 81) tasked with learning a multimedia document. This document was either presented on its own ( control group ), with a readymade GO, or with a blank GO that students had to fill in either before or during the learning of the document. In line with previous research, adding a readymade GO...