Essentially, comics are one of the most significant medium in transmedia storytelling for education. The purpose of this paper is to examine recent strategies used by teachers and instructors in implementing learner-generated comics in classroom. Hence, the definition and evolution of comics is enlightened, followed up by how comics demystified diverse educational benefits by playing roles as cognitive and affective tool. Then, educational comics characteristics and the concept learner generated comics are discussed. Next, a comparative analysis is conducted on the educational practices in learner-generated comic production. The analysis is based on brief descriptions and disadvantages on the learner-generated comic techniques applied in classroom setting. A qualitative approach is applied to generally compare the listed strategies
