How short-term memories become long-term memories!

I am creating this project because in my search for resources on comics I came across an inspiring video talking about the benefits of comics in the classroom. The speaker discussed how comics are beneficial because they have the past present and future all on one paper and can learners can move at their own pace. This got me thinking that what if I could create a comic on a university level topic and simplify it onto a comic. I chose the topic of encoding memories because I am a psychology student specifically in the mind and brain stream so I love discussing and sharing about different neuropsychology topics! My goal for this project is to make this seemingly complicated process of memory encoding into a digestible simple comic.

FINAL DESIGN:

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THE PROCESS

Understand (Discover, Interpret, Specify)

DESCRIBE THE CHALLENGE:

Many psychology students struggle to break down complex topics into understandable material. This topic simplifies the process of encoding so it is easier to understand.

CONTEXT AND AUDIENCE:

The primary audience for this comic is undergraduate psychology students, particularly those studying within the mind and brain stream. A typical reader would be someone enrolled in an introductory or intermediate psychology class focused on neurological functions. This student is expected to learn foundational theories of memory. An extreme case of the audience may be students who struggle with dense academic required reading and want an alternative method of explanation, or maybe students who are motivated to engage with more materials to further understand class content.

The needs of this audience are making complex cognitive processes, such as memory encoding, more understandable and approachable. Many undergraduate students are encountering these concepts for the first time, and traditional lecture or textbook materials may feel abstract. A comic format provides visual elements that help students build connections between ideas and imagery. This makes it easier to follow processes step by step, reducing cognitive load and enhancing comprehension.

The goals of the audience are concerned with both immediate academic success and long-term knowledge retention. In the short term, students want to grasp concepts clearly enough to perform well on exams, assignments or exam class discussions. In the long term, they want to build foundational knowledge that will support more advanced courses in cognitive psychology or neuroscience. By presenting encoding memory through an engaging format, the comic allows for both these goals to be achieved

Motivations for engaging with this comic can vary person to person. For some, the motivation could be more practical, such as just needing a digestible format to understand course content. For other people, they may be motivated to interact with this material because they want to explore alternative methods of learning. Demographically, this audience would most likely be young adults in post-secondary education. Psychographically, these learners are interested in understanding human behaviour and the brain. Behaviourally, they may be people who are used to using a diverse amount of media tools, such as videos or other interactive tools. 

POV STATEMENT:

A person needs to remember their password for their email so that they can access their email in the future.

LEARNING OBJECTIVES:

Easy generator output: An Undergraduate psychology student specializing in brain processes will be able to identify and understand the process of encoding memories through using a comic

Plan (Ideate, Sketch, Elaborate)

IDEATION:

First, I decided what I wanted my topic to be on. I really enjoy my cognitive psychology classes, so I decided I wanted to pick a process in that domain that would be well supported by a series of visual aids. My most promising prototype topics were the steps in encoding memories, such as daily tasks like remembering a password or just general long-term memories. I decided that I could more clearly lay out a comic by encoding a daily task so that if the prototype I designed, as you will see when further scrolling down. The media that supported my brain storming in this process was actually my notes from past semesters. Through knowing the material well I was able to create a storyline.

STORYBOARD OR SCRIPT:

To create my prototype, I made a “game plan” to lay out the steps I wanted to highlight in the 12 comic squares. This type of brainstorming allowed me to keep my ideas organized and execute my mock-up sketch.

PRINCIPLES APPLIED:

One of the principles that guided my solution of presenting how memories are encoded through use of comics was the Dual Coding Theory as discussed in Educational Multimedia Design Principles. This theory suggests that we use two different parts of our brain when working with language and visual imagery. Through two separate processing channels there is more capacity for knowledge. In this comic language is provided by the small description at the bottom of each square and the imagery is provided from the comic sketches themselves.

Create and Share the Prototype

PEER FEEDBACK:

The first feedback I received was from Therese. She began by highlighting strengths, noting that my comic topic was made to be comprehensible and easy to follow. She commented that the visual elements such as colour, dots, and light bulbs, helped reinforce the storyline. For areas of improvements, she suggested adding more titles within the panel and experimenting with different fonts to increase engagement.

The second peer review, from Hailey, also emphasized the clarity of my comic. She discussed that it successfully broke down a complex topic into an understandable format and pointed out its potential relevance in a university setting. Hailey also noted that the use of a character and an everyday situation made the comic an easy read. For suggestions, she recommended incorporating additional visual design elements, experimenting with font styles, and considering alternative panel shapes to add variety.

Overall, both sets of feedback provided clear and constructive insights. These suggestions guided me in moving from my prototype toward a more polished and complete final comic.

Reflect and Refine

TEAM REFLECTION:

I found this comic assignment to be both engaging and fun, but also challenging. In the initial stages of the prototype, I thrived in developing a concept, creating a layout, and sketching the first draft. I felt that this worked well because this part of the process felt natural, as I was using platforms I was comfortable with. I sketched my prototype on my iPad using GoodNotes, an app I use daily for school. Because of this familiarity, it was easy to draft a simple sketch that gave me a clear starting point.

The more challenging phase came when I began creating the final draft of my comic. The main issue I encountered was learning how to integrate AI into my design process, particularly in generating characters. Since I had never used AI for image creation before, there was a learning curve. I used ChatGPT to generate polished cartoon versions of my stick-figure character, Matt. By experimenting with prompts, I was able to create a set of three different angles and scenes (e.g. Matt typing at a computer from two angles and an additional one of him standing upright smiling). I then uploaded these images into GoodNotes, where I further hand-drew and edited the details, as well as added captions. This process of combination of AI and manual editing was time-consuming and required precision, but ultimately, I was happy with the result.

One element I would change about my project is the neatness and consistency of some of my designs, particularly the “inside the brain” scenes. Because I was unable to generate these images using AI, I hand-drew them directly on my iPad. Although they turned out well, I can see how developing more advanced digital skills would help me create more cohesive results in the future. While I feel the comic maintained an overall sense of cohesion, for more complex projects, my current hand-drawing abilities might limit how clearly I can present my ideas.

I also incorporated several suggestions from my peer reviews into my final product. For example, one recommendation was to use titles for “short-term” and “long-term” memory to make the concepts more engaging. I applied this by experimenting with different fonts in the brain scenes, which added clarity and visual interest. Another suggestion was to try alternative panel shapes. I felt this would not improve my comic’s look for my specific topic, but I adapted the idea by experimenting with alternative colouring. Specifically, I used a black background in the “inside the brain” panels to distinguish them and add variation, creating a similar effect to what varied panel shapes would have offered. These revisions helped strengthen my final version of the comic.

A major strength of comics as a learning tool is their interactive and engaging format. By combining visuals with text, comics make complex topics more accessible and memorable. As Gene Luen Yang (2016) emphasized in his TED Talk “Comics Belong in the Classroom”, comics allow readers to seethe  past, present, and future simultaneously on a single page, creating a unique sense of permanence. I aimed to incorporate this idea in my own work, guiding readers through a process that is both complex and visually intuitive. However, a limitation of this medium is that it requires significant effort and skill to achieve proper clarity, aesthetics, and accuracy. For learners who are less comfortable with design, this might become harder barrier to overcome.

Overall, this assignment pushed me to experiment with new tools, adapt peer feedback, and think critically about how comics can support learning. While I faced challenges with AI and digital editing, I also discovered creative ways to integrate these tools with my own design skills.

References:

Canva. (n.d.). Canva [Graphic design platform]. Canva. https://www.canva.com

OpenAI. (2025). ChatGPT (Sept 25 version) [Large language model]. OpenAI. https://chat.openai.com

Yang, G. L. (2016, November). Comics belong in the classroom [Video]. TED Conferences. https://www.ted.com/talks/gene_luen_yang_comics_belong_in_the_classroom

INDIVIDUAL REFLECTIONS:

For my contributions to the group, I focused on providing detailed and constructive feedback for both of my group members. I highlighted the aspects of their comics that were particularly strong, ensuring my comments conveyed that I saw the great work they created so far. Since both comics were well developed, my suggestions focused on ways to enhance them even further. My critiques focused primarily on clairy and direction, with the goal of helping my group members create comics that flowed smoothly and would be eay to follow for readers of varying skill level.