Drawing and Memory Enhancement¶

Strategy · All strategies
Evidence · 3 claims (2 for, 1 against) · 11 studies (7 causal, 3 quant-synthesis, 1 review), q2–q4 · 3 of 11 report an effect size

Description¶

Drawing is a technique in which learners create their own pictorial representations of to-be-learned content — sketching a concept, process, or relationship — rather than viewing a provided image. It requires learners to process information visually, kinesthetically, and semantically: they must elaborate on the meaning of the concept and translate it into a new form (a picture). This active reconstruction produces stronger encoding than reading or listening alone, with the "drawing effect" showing reliable memory advantages over writing, imagining, or viewing Drawing to learn improves recall relative to writing or reading. [+S].

Design Implications¶

Drawing works because it is generative: learners must select critical information, organize it spatially, and integrate it with prior knowledge — the same processes that underlie effective Dual Coding Theory Drawing to learn improves recall relative to writing or reading. [+M]. The benefit comes from learner-generated drawing; simply viewing decorative or instructor-supplied illustrations does not produce the same effect Decorative illustrations do not improve learning. [+S]. Drawings need not be artistically skilled — simple, schematic representations capture the benefit.

Context¶

Requirements¶

• Paper and drawing utensils, or a digital sketching tool
• Concepts or information amenable to pictorial representation (objects, processes, relationships, systems)
• Enough time for learners to construct and briefly reflect on their drawings

Constraints¶

• Drawing consumes more time than note-taking or reading; the benefit can disappear when time-on-task is tightly matched Drawing to learn improves recall relative to writing or reading. [~M]
• Learners with high intrinsic-load material may overload working memory when drawing and comprehending simultaneously Cognitive overload degrades learning. [-M] — provide partial templates or worked visual models for complex content
• Learners who perceive themselves as lacking artistic talent may disengage; explicit framing that schematic quality, not artistic quality, matters is necessary
• Poorly drawn or inaccurate drawings can encode misconceptions; drawings should be checked or discussed Drawing to learn improves recall relative to writing or reading. [~W]

Implementation Variability¶

• Free drawing — learners sketch from a definition or text; strongest generative benefit
• Guided/partial drawing — learners complete a partially drawn diagram; reduces load for complex or novel material
• Drawing from observation vs. from memory — drawing after study (delayed) adds retrieval practice benefits
• Sketchnoting — combining drawing with Annotating during lectures or reading
• Collaborative drawing — pairs negotiate a shared representation, adding discussion and elaboration

Target Learners¶

• Effective across ages and settings: K-12, higher education, and older adults Drawing to learn improves recall relative to writing or reading. [+S]
• Particularly useful for learners with limited verbal encoding strategies or those learning vocabulary and terminology
• Less suitable when material is highly abstract with no natural visual form, or when working memory is already heavily loaded Cognitive overload degrades learning. [-M]

Target Learning Goals¶

• Retention and recall of facts, terms, and definitions
• Building integrated mental models of processes and systems (e.g., life cycles, mechanisms)
• Supporting comprehension monitoring — a drawing makes gaps in understanding visible

Instructions¶

1. Select content that has a mappable visual structure; introduce the task with Direct Instruction, emphasizing that simple schematics are the goal.
2. Have learners read or hear the material, then draw a representation from memory or from the source, pairing the drawing with a written label or caption (verbal + visual encoding).
3. Follow with Practice: learners explain their drawing to a partner or redraw it later without the source, converting the drawing into retrieval practice.
4. Review drawings for accuracy and address misconceptions; optionally have learners revise their drawings after feedback.

Related Strategies¶

• Sketchnoting — sustained drawing-plus-annotating during lectures and reading
• Dual Coding — the broader principle of combining verbal and visual channels
• Retrieval Practice — drawing from memory doubles as a retrieval event

Examples¶

• Vocabulary learning — learners draw a quick picture for each new term alongside the definition; Wammes et al. found drawn words were recalled nearly twice as often as written ones.
• Science diagrams — students sketch and label a process (e.g., photosynthesis) before studying the textbook diagram, then compare.
• Sketchnoting practice — students take visual notes during a history lecture using Annotating conventions (arrows, containers, icons) rather than transcription.

Key Sources¶

• Wammes, J. D., Meade, M. E., & Fernandes, M. A. (2016). The drawing effect: Evidence for reliable and robust memory benefits in free recall. Quarterly Journal of Experimental Psychology, 69(9), 1752–1776. doi:10.1080/17470218.2015.1094494
• Fiorella, L., & Mayer, R. E. (2016). Eight ways to promote generative learning. Educational Psychology Review, 28(4), 717–741. doi:10.1007/s10648-015-9348-9
• Scheiter, K., Schubert, C., & Schüler, A. (2017). Self-generated drawing: A help or hindrance to learning from animation? Learning and Instruction, 47, 13–24.
• Paivio, A. (1990). Mental representations: A dual coding approach. Oxford University Press. doi:10.1093/acprof:oso/9780195066661.001.0001