Effectiveness of mind mapping for learning in a real educational setting

Gavens, Nathalie; Doignon-Camus, Nadège; Chaillou, Anne-Clémence; Zeitler, Alexandre; Popa-Roch, Maria

doi:10.1080/00220973.2020.1848765

Cited by 11 publications

(9 citation statements)

References 23 publications

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“…In addition, P3 also argued that mind mapping is a powerful way to take notes because it provides a general picture for a learner to know complicated explanations through lines and keywords. This current finding is in line with Gavens et al, (2020), who found that mind-mapping techniques prevent students' memory traces from declining. Consequently, students can restore the materials longer than using other techniques.…”

Section: Prolonged Recollectionsupporting

confidence: 92%

A Closer Look on English Language Education Department Students' Contention of Using Mind Mapping Techniques

Murtiningsih

Dania²,

Hidayatulloh³

2022

VELES

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Teachers and students have widely used mind-mapping techniques to enhance teaching and learning experiences in education. This study intended to explore the benefits and challenges of applying mind-mapping techniques based on students' perceptions. The current study used a qualitative approach. In-depth interviews were employed to collect the data. The study involved four students in their junior year of an English Language Education Department of a private university who had frequently used mind mapping. All participants in the study viewed that mind mapping positively contributed to their English learning. The contributions included saving time, assisting them in learning and understanding materials, and recalling materials more easily. In addition, the participants also claimed that mind mapping enhanced their creativity in learning, helped them brainstorm ideas, improved language skills, increased their interests, and motivated students to learn. Apart from the benefits, all participants considered mind-mapping techniques challenging due to their complexity, especially when they were new to mind-mapping. In addition, they also believed that applying mind-mapping techniques consumed much time. The study concluded that mind mapping positively contributed to students' learning experiences, especially in organizing the information they gained when learning.

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Section: Prolonged Recollectionsupporting

confidence: 92%

A Closer Look on English Language Education Department Students' Contention of Using Mind Mapping Techniques

Murtiningsih

Dania²,

Hidayatulloh³

2022

VELES

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“…The use of mind maps could be fun for students (Bystrova & Larionova, 2015;. The use of this mind map can also save time and make it easy to remember (Nast, 2012;Germov, 2020), and the mind map increases its effect if the teaching is done in groups Loc & Loc, 2020;Gavens, Doignon-Camus, Chaillou, Zeitler & Popa-Roch, 2020).…”

Section: Resultsmentioning

confidence: 99%

The integration of mind mapping strategy on students’ essay writing at universities kristen Indonesia

Naibaho

2022

JPPI

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This study investigates the integration of mind mapping strategy on students' essay writing at Universities Kristen Indonesia, and it was done at Universitas Kristen Indonesia. The study method used was a quantitative method with a quasi-experimental design. The population was the third-semester students and the fifth-semester students, which consisted of two classes. Both classes consist of 43 students. The instrument of this research is a writing test. The test was administered as a pre-test and post-test to the experimental and control group. Data were collected and analysed using SPSS version 18. T-tests at the 0.5 level and covariance analysis are used to analyse the data. The result is that mind maps are one of the learning alternatives that teachers can use in teaching essay lessons. Students' performance in the experimental group increased compared to students in the control group by using mind maps, and the mind map is an important teaching material for the students. Then it is suggested that the mind mapping could be used by lecturers as an alternative to improve the students' ability in writing the essay.

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“…Mind mapping is a teaching strategy that exhibits diagrams' visual portrayal of concepts among the existing cognitive tools. It focuses on the primary concepts that are placed in the center to link particular thoughts, words, and phrases (Davies, 2011), which has been recognized as a promising method to assist students in organizing information and increasing learning experience (Fu et al, 2019; Gavens et al, 2020; Lin, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Promoting international high‐school students' Chinese language learning achievements and perceptions: A mind mapping‐based spherical video‐based virtual reality learning system in Chinese language courses

Zhao

Yang

2023

Computer Assisted Learning

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Background As adequate support, virtual reality (VR) has been increasingly introduced into the classroom to help students learn a new language. However, empirical studies exploring the educational potential of using 360° spherical video‐based virtual reality (SVVR) in high‐school Chinese language classrooms are still lacking. Objectives A mind mapping‐based SVVR learning system is proposed for international high‐school students' Chinese courses and examines its effects on improving Chinese learning achievements and perceptions among Grade 10 students who learn Chinese as a foreign language. Methods This study adopted a quasi‐experiment design. Participants (N = 66) were assigned to one of three conditions: mind mapping‐based SVVR (MMBSVVR), conventional SVVR (CSVVR), or traditional lecturing (TL). Our mixed‐method approach employed pre‐and post‐tests to measure Chinese learning achievements, questionnaires to measure Chinese learning motivation, problem‐solving ability, and self‐efficacy, and semi‐structured interviews to further explore students' feelings and attitudes about Chinese courses in corresponding learning environments. Results and Conclusions The results showed that the MMBSVVR classroom significantly improved high students' Chinese learning achievements in Chinese vocabulary and making sentence, problem‐solving ability, and self‐efficacy. Moreover, SVVR stimulates students' learning interest and class participation, and mind mapping provides students with a clear guide to arrange the knowledge. These findings help interpret the relationships between MMBSVVR and learning achievements, Chinese learning motivation, problem‐solving ability, and self‐efficacy in an international high school Chinese courses, thus providing insight on integrating MMBSVVR into existing classrooms.

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Effectiveness of mind mapping for learning in a real educational setting

Cited by 11 publications

References 23 publications

A Closer Look on English Language Education Department Students' Contention of Using Mind Mapping Techniques

A Closer Look on English Language Education Department Students' Contention of Using Mind Mapping Techniques

The integration of mind mapping strategy on students’ essay writing at universities kristen Indonesia

Promoting international high‐school students' Chinese language learning achievements and perceptions: A mind mapping‐based spherical video‐based virtual reality learning system in Chinese language courses

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