Practitioners and scholars have identified many potential benefits of cartooning in the classroom:  

• Cartooning engages various cognitive domains identified by Bloom’s Taxonomy.
  • Bloom’s original Taxonomy and its revisions outline educational objectives, all of which can potentially be tapped through cartooning.  
• Cartooning encourages students to concentrate on big ideas and to evaluate how certain details contribute to the broader picture.  
• Making poetry into cartoons can lead to storyboarding, drafting, use of image, space, personification, tone, and the creation of multiple versions of the same story.
• Longer storytelling using pictures and text leads thinking about narrative arcs, pace, characters, and effective sentences.
• Cartoons may be organized in non-linear ways, highlighting the complexity of concepts.
• Cartooning can appeal to students’ intrinsic motivation because they may be more fun for students to share and review.
• Cartooning may help students retain information because it uses both words and pictures (dual coding theory).
• Cartooning can help prepare students for certain kinds of work.  Engineering firms use images and pictures to storyboard proposals, telling a convincing story about the value of a project.  Scientific reports can use word and image to create a good story about possible solutions.
• Students can use cartooning:
  • to record information, take notes, and reflect by defining steps in a process, putting information into context, and applying it to new uses.  
  • to document the visual history of a place;
  • to create a daily journal of new ideas and experiences;
  • to analyze or critique information;
  • to compose, telling stories and discovering attitudes and ideas; and
  • as a visual minute paper (potentially as an assessment of student understanding).