Editing Generative Drawing Principle (section)

=='''Evidence'''==
Brod’s review of popular generative learning strategies and the strategies’ efficacy by age group, discusses the evidence that generative drawing is less effective for younger learners than for college students<ref name="BROD">Brod, G. (2021). Generative Learning: Which Strategies for What Age? Educational Psychology Review, 33(4), 1295–1318. <nowiki>https://doi.org/10.1007/s10648-020-09571-9</nowiki></ref>.  Accordingly, without significant instructional support, younger learners are less likely to benefit from generative drawing than students at the secondary-level or higher<ref name="BROD" />, because older learners have acquired more knowledge and higher levels of cognitive capacities and metacognitive abilities<ref name="BROD" />.  The review suggests that elementary aged students do not benefit from drawing and secondary school students are more likely to benefit from drawing when they are guided with prompts to compare their drawing with an existing representation<ref name="BROD" />.  
<br><br>In a study on the use of drawing at a college-level engineering course, Wu et al. found that drawing exercises increased students’ cognitive engagement and helped with conceptual problem solving<ref name="WU">Wu, S. P. W., Van Veen, B., & Rau, M. A. (2020). How drawing prompts can increase cognitive engagement in an active learning engineering course. Journal of Engineering Education, 109(4), 723–742. <nowiki>https://doi.org/10.1002/jee.20354</nowiki></ref>. Consistent with Brod’s assessment, Wu et al. indicate that advanced engineering students are more likely to find value in drawing than newer engineering students, as newer students may not be as readily able to engage with material without guidance. To more effectively implement this principle, instructors should help students understand how to focus on the relevant information and the relationships between the components; instructors should also guide students on when to draw and what to include in the drawing<ref name="WU" />. This supports the Clark and Mayer idea of ''supported'' drawing over generative drawing and could be implemented by providing components of the drawing for students to select and use<ref name="CLARKMAYER">Clark, R. C., & Mayer, R. E. (Eds.). (2016). Engagement in e‐learning. In e‐Learning and the Science of Instruction (pp. 219–235). Hoboken, NJ: John Wiley & Sons.</ref>; in an electronic format, this could be achieved with a drag-and-drop feature<ref name="CLARKMAYER" />.