Tablet Doodling and Learning Retention: Voices of Kindergarten Learners

Abstract ―​

The integration of digital technologies is reshaping early childhood education, particularly through tools like tablets that offer interactive, multisensory learning experiences. (Mayer & Moreno,2003) emphasized that multimedia tools combining visual, auditory, and kinesthetic modes enhance cognitive processing and retention. Similarly, (Andrade,2010) noted that doodling maintains cognitive arousal, improving focus and memory recall. Visual strategies such as digital doodling are now widely acknowledged in early education for promoting concept internalization. Muldner and Burleson (2015) found that drawing apps support creative thinking and deeper engagement. These insights align with Piaget’s theory that children construct knowledge through interaction, and Vygotsky’s view that learning is socially and culturally mediated. In the Philippines, DepEd initiatives like the SMART Learning Communities (DepEd, 2023) aim to improve learning through technology integration, particularly in foundational skills at the Kindergarten level. At San Vicente Elementary School in Baguio City, tablet doodling apps are part of classroom routines. Local studies confirm these benefits. (Cayabyab & Fetalvero,2022) reported improved recall and comprehension among kindergartners using digital doodling apps. (Delos Reyes and Aquino,2021) also found enhanced attention and engagement in multi-grade classrooms using such tools. Paivio’s Dual Coding Theory further supports that doodling enhances memory through combined verbal and visual processing. Despite positive observations, little is known about how learners themselves perceive tablet doodling. This study addresses that gap by exploring kindergarten pupils’ voices on how doodling influences their memory and learning retention.