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To test the claim that digital learning tools enhance the acquisition of visual literacy in this generation of\udbiology students, a learning intervention was carried out with 33 students enrolled in an introductory college\udbiology course. This study compared learning outcomes following two types of learning tools: a traditional\uddrawing activity, or a learning activity on a computer. The sample was divided into two random groups. In the\udfirst intervention students learned how to draw and label a cell. Group 1 learned the material by computer and\udGroup 2 learned the material by hand drawing. In the second intervention, students learned how to draw the\udphases of mitosis, and the two groups were inverted. After each learning activity, students were given a quiz,\udand were also asked to self-evaluate their performance in an attempt to measure their level of metacognition.\udAt the end of the study, participants were asked to fill out a questionnaire that was used to measure the level of\udtask engagement the students felt towards the two types of learning activities. The students who learned the\udmaterial by drawing had a significantly higher average grade on the associated quiz compared to that of those\udwho learned the material by computer. There were no other significant differences in learning outcomes\udbetween the two groups. This study provides evidence that drawing by hand is beneficial for learning\udbiological images compared to learning the same material on a computer

Visual Literacy Skills of Students in College-Level Biology: Learning Outcomes following Digital or Hand-Drawing Activities