The generative learning strategy of learning by drawing has received increased attention in recent years. Although this strategy is regularly used by educators, the literature suggests that the effectiveness of the method depends on several factors. In this review, we highlight recent research trends and methodological progress within the field. Although recent developments have led to clearer and more comparable results, many current studies still revealed contradicting results in terms of the efficacy and boundary conditions of the learning strategy. In terms of study designs and the targeted types of knowledge, a trend towards digital drawing studies and a growing variety regarding the content domains of the investigated learning tasks can be observed. Based on the fact that results between different studies are often difficult to compare, we argue to more clearly differentiate visualizations and standardize the terminology for visualizations utilized in learning-oriented drawing tasks. As the properties of visualizations can cause varying cognitive demands on learners, differences in the level of skill required to produce different types of drawings, among other factors and learner variables, can affect the outcomes of this teaching method. Based on our review, we discuss practical and ethical implications as well as considerations for future research.

近年来，通过绘画学习的生成式学习策略受到了越来越多的关注。尽管教育工作者经常使用这种策略，但文献表明该方法的有效性取决于几个因素。在这篇综述中，我们重点介绍了该领域内的最新研究趋势和方法学进展。尽管最近的发展导致了更清晰和更具可比性的结果，但目前的许多研究仍然揭示了学习策略的有效性和边界条件方面的矛盾结果。在学习设计和目标知识类型方面，可以观察到数字绘图研究的趋势以及所研究学习任务的内容领域的日益多样化。基于不同研究之间的结果通常难以比较的事实，我们认为可以更清楚地区分可视化，并标准化以学习为导向的绘图任务中使用的可视化术语。由于可视化的属性会对学习者产生不同的认知要求，因此制作不同类型图纸所需的技能水平的差异，以及其他因素和学习者变量，都会影响这种教学方法的结果。根据我们的综述，我们讨论了实际和伦理影响以及未来研究的考虑因素。