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In most art and design programs, drawing, doodling, and sketching are taught using various drawing approaches. Thus, many artists and designers have traditionally created and maintained visual diaries, often known as visual art diaries or visual journals. This study examines the visual diary as a means for students to express their different creative viewpoints and abilities to produce new ideas. This instrument has been incorporated into the duties and projects of selected students as part of their creative arts education. Many had training in sketching, doodling, and experimenting with different drawing styles. Despite this, many struggle with the process of ideation due to a lack of understanding and comprehension. Consequently, graphic design students at a private university in Kuala Lumpur, Malaysia, were used to evaluate a research-specific assessment rubric that employs the IDEO assessment and design thinking. The quantitative sample comprises 35 visual diaries from 35 first-year visual communication design students. The quantitative data from the IDEO evaluation were analysed using descriptive statistics. Based on the findings, it can be concluded that students demonstrated a greater understanding and contribution to the design process using the visual diary. Furthermore, future effort should be made to enhance, develop, and explore ideas to use the visual diary as an instructional tool for students' assignments and projects.