First Advisor
Williams, Mia K.
Document Type
Dissertation
Date Created
5-1-2017
Department
College of Education and Behavioral Sciences, Educational Technology Programs, Ed Tech Student Work
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
Local Identifiers
Zeyab_unco_0161D_10551
Rights Statement
Copyright belongs to the author.
Recommended Citation
Zeyab, Alaa J A M, "Educational Technology and Visual Literacy: the Effect of Using Doodling on Student Learning Performance" (2017). Dissertations. 400.
https://digscholarship.unco.edu/dissertations/400