Date Created

5-2017

Document Type

Dissertation

Department

College of Education and Behavioral Sciences, Educational Technology Programs, Ed Tech Student Work

First Advisor

Williams, Mia K.

Abstract

Visual literacy is one of the facets of educational technology that has a significant role in the learning process. Meaningful doodling was a technique researched in this study as a form of visual literacy. The purpose of this study was to explore the effect of meaningful doodling on the learning process and how this affected student learning performance. A mixed method design was used, which included the use of surveys of students in two classes that used doodling and by interviewing three teachers who regularly used doodling as a learning tool. The results suggested students enjoyed doodling and meaningful doodling was helpful in many areas of learning performance. From the responses of both students and teachers, five themes were confirmed: enjoyment, memorization or recall, complex ideas, brainstorming, and the ability to visualize thinking. Although this study had some important results, using meaningful doodling as a learning technique is a new topic that needs to be researched in greater depth to understand the importance of doodling on the learning environment.

Keywords

cognitive, doodling, education technology, learning process, visual literacy, visual thinking

Extent

138 pages

Rights Statement

Copyright belongs to the author.

Digital Origin

Born digital

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