The Effect of Doodling on Recall Ability Among College Students | P 60-66

Gayathri Belram and Venkatesh Kumar G
University of Mysore, Mysore


The purpose of the study is to examine the effect of doodling on recall ability. In a classroom setting, students engage in various behaviours. Students listen, take notes, chat, doodle etc. Boredom is a common experience in classroom. Doodling is done to avoid boredom. Memory is an important element in learning. Hence, the effect of doodling on memory was tested. The current experiment was done on 80 students of an age range of 18-22. The participants were randomly divided into 4 groups- control condition, note taking condition, structured doodling condition and unstructured doodling condition. A 3 minute video of a phone conversation was shown to all the groups. Control group watched the video. Note taking group took notes regarding the conversation, structured doodling group shaded some figures and unstructured doodling group made some drawings while watching the video. Afterwards, each group was made to do 10 fill in the blank questions regarding audio information. This was to test their recall ability. ANOVA was done to compare the scores of each group. A statistical significance (F=14.431, p=.000) was found. Tukey HSD post hoc test was done to see where the differences were. Note taking group performed better in recall ability. Unstructured group performed worse than other groups. 

Keywords: recall ability, note taking, structure doodling and unstructured doodling

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