Drawing as a generative activity and drawing as a prognostic activity.

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Drawing pictures during learning from scientific text: testing the generative drawing effect and the prognostic drawing effect (2014, background): “Using cutout-figures (cf., Lesgold et al., 1975, 1977) or a drawing prompt (cf., Schwamborn et al., 2010) during drawing seems to provide sufficient constraints and leave enough cognitive capacities for learners to benefit from the drawing strategy.”
Eight Ways to Promote Generative Learning (2016, background): “…of students’ summaries (e.g., Hooper et al. 1994), explanations (e.g., Chi et al. 1989; Roscoe 2014), maps (e.g., Holley and Dansereau 1984), or drawings (e.g., Schwamborn et al. 2010)—and to analyze the time students spend learning and engaging in generative strategies (e.g., Selig et al. 2012).”
Putting Education in “Educational” Apps (2015, background): “Ninth graders who generated drawings when reading about chemical processes outperformed those who only read (Schwamborn, Mayer, Thillmann, Leopold, & Leutner, 2010).”