Editing Generative Drawing Principle (section)

=='''Challenges'''==
Generative drawing does not consistently yield high levels of transfer, and it appears to be most productive only when utilized under specific conditions <ref name="LEUTNERSCHMECK" />.  Clark and Mayer importantly discuss the observation that behavioral engagement can get in the way of learning; indeed, the act of drawing may interfere with learning due to extraneous cognitive load. They note that “supported drawing” may be more effective than generative drawing<ref name="CLARKMAYER" />.
<br><br>A limitation to the utility of generative drawing is that most research has explored its impact on science and math classrooms, which often focus on procedural knowledge; further research must be conducted on the utility of this principle as related to more descriptive texts<ref name="LEUTNERSCHMECK" />.