Within digital drawing courses, students are immersed in the utilization of software tools and technological advancements to craft a diverse array of artwork, illustrations, graphics, and animations, adhering to both industry standards and artistic principles. However, tailoring the complexity of digital drawing assignments to accommodate students across a spectrum of freehand drawing skills, ranging from novice to advanced levels, poses a notable challenge. This study endeavors to investigate the efficacy of integrating a specific teaching model in the design of assignments within digital drawing classes of lower-year students in higher education and its subsequent impact on students' performance. The study adopts a three-phase data collection methodology, comprising a pre-test, intervention phase, and post-intervention assessment, supplemented by a self-reflection questionnaire to gauge students' perceptions of the learning process. By employing visual analysis in tandem with quantitative data derived from the final scores of a selected drawing exercise, a comparative analysis was conducted to elucidate the relationship between assignment design, instructional methodologies, and students' learning performance. Notably, an improvement in students' drawing proficiency was observed compared to analogous exercises conducted in previous semesters, signifying the efficacy of tailored assignment redesigns aligned with students' drawing capabilities, coupled with supporting instructional methods.