Enhancing economics education: the impact of upside-down drawing exercises on cognitive and analytical skills

Abstract

As the world economy evolves, there is a growing need for educational methods that foster students’ creative problem-solving abilities. This study examines integrating Betty Edwards’ Upside-Down Drawing Exercise (UDE) into economics education to enhance cognitive and analytical skills. Using a mixed-methods approach with 90 economics students, the study reveals that the UDE helped solidify students’ understanding of theoretical economic concepts, promoting holistic and intuitive thinking. Specifically, the study focused on creativity, creative thinking, decision-making processes, thinking outside the box (innovative thinking), and brain functions in the hemispheres. Semi-structured interviews and Python-based template matching identified patterns in student responses and were analyzed using MAXQDA software. Results show significant improvements in understanding theoretical economic concepts, advocating for including creative exercises in the curriculum. Grounded in Dual Coding Theory and Cognitive Load Theory, this study hypothesizes that engaging in the UDE reduces cognitive load and enhances mental and analytical skills.