Effects of mind mapping-based instruction on student cognitive learning outcomes: a meta-analysis

Shi, Yinghui; Yang, Huiyun; Yi, Dou; Zeng, Yong

doi:10.1007/s12564-022-09746-9

Cited by 23 publications

(8 citation statements)

References 59 publications

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“…Essentially, a central keyword continuously gives rise to different points of knowledge, creating a branched structure by diverging into smaller knowledge points. The process can be further reinforced through the use of different colors and images to enhance memory, thereby increasing learning potential [11] . Mind maps can stimulate associative and divergent thinking, fully engaging different parts of the brain to work together, thus benefitting the training of resident physicians [12] .…”

Section: Discussionmentioning

confidence: 99%

The Application of Mind Mapping in the Standardized Education of Inpatient Physicians in Nephrology

Hu,

Xiang,

Lei

et al. 2024

Preprint

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Objective: This study aims to investigate the effectiveness of mind mapping in the standardized training and education of internal medicine resident physicians in nephrology. Methods: Forty trainees undergoing rotations in the Nephrology Department at Chengdu University Affiliated Hospital between January 2021 and December 2023 were randomly assigned to control and observation groups, each comprising 20 trainees. The observation group received mind mapping teaching, while the control group received traditional teaching methods. The clinical thinking training of the two groups was then compared. Results: The observation group outperformed the control group in all aspects of the Mini-CEX assessment, including medical interviews, humanistic care, clinical judgment, communication skills, overall performance, and total score, with statistical significance (P<0.05). However, there were no statistically significant differences between the two groups in the areas of physical examination and organizational effectiveness (P>0.05). Furthermore,the observation group achieved higher scores than the control group in the final theory exam, skill exam results, and satisfaction, with statistically significant differences (P<0.05). Conclusion: Mind mapping not only aids in the consolidation of fundamental memorized knowledge but also enhances clinical thinking skills, thereby playing a pivotal role in assisting resident physicians in establishing a comprehensive knowledge base in nephrology and improving the effectiveness of their training.

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Section: Discussionmentioning

confidence: 99%

The Application of Mind Mapping in the Standardized Education of Inpatient Physicians in Nephrology

Hu,

Xiang,

Lei

et al. 2024

Preprint

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“…Tee (2014) argues mind maps help students remember information, as they hold it in a format that the mind finds easy to recall and quick to review. It also helps the students to improve their innovative and creative thinking (Shi et al, 2022;Scoppio & Luyt, 2017). Furthermore, mind maps can be effective to create learning environments in which students feel desirous to learn and used in different stages of the learning process.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Mind Mapping Technique on Students' Writing Skills

Wahid

Sudirman²

2023

JOLLT

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Writing is the process to bring concentration to the real situation, how the students focus on the ideas and elaborate in the real context. writing is not only arranging words into good sentences, but also knowing the function, meaning, and components of each word. this technique can help students develop their knowledge, think critically, and create ideas in the sentences. Students need a technique to improve their writing skills. Following this, the mind mapping technique is used to help students to improve their writing skills. The quasi-experimental research method involved two groups, namely the experimental and the control class. Both classes were given a pre-test at the beginning. Then, the experimental group was taught using mind mapping techniques while the control group was taught without mind mapping techniques. Then, this research gave the instrument in the last session of this study, both groups were given a post-test. Then for data collection, researchers used a written test and data analysis using a t-test. It proves that there was a significant score on the t-test and the mean score of the experimental class and control class. In the experimental class score is 3.0 and the mean is 28.25. While in the control class, the t-test score is 3.0 and the mean score is 25.00. It proves that mind mapping techniques are an effective way to help students to overcome problems such as nervousness and not being confident to improve their writing skills, it also helps the students to organize systematic ideas and make them easy meaning to understand.

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“…For example, The Concept map is a diagrammatic method that uses nodes to represent concepts and connects lines to show the relationship between concepts. A mind map is a visual, non-linear representation of a network of connected and related concept (Shi et al, 2022). Tree structure graph presents knowledge in the form of a tree.…”

Section: Methodsmentioning

confidence: 99%

Choosing optimal means of knowledge visualization based on eye tracking for online education

2023

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In online education, the appropriate choice of means of knowledge visualization can reduce cognitive load and improve cognitive efficiency. However, no universal basis for selection can cause confusion in the pedagogical context. This study used the revised Bloom’s taxonomy to combine the types of knowledge with cognitive goals. We used a course on marketing research as an example to summarize the choices for visualizing factual knowledge (FK), conceptual knowledge (CK), procedural knowledge (PK), and metacognitive knowledge (MK) through four experiments. Visualized cognitive stages were used to determine the cognitive efficiencies of visualization for different knowledge types. In this stage, eye tracking is used for collecting eye movement indicators to measure cognitive load. The cognitive goals stage is used to get cognitive goals of the means of knowledge visualization. Combining the two stages, we get the conclusions as follows: Teachers and students can mostly benefit from presenting FK and CK points via mind maps. Using mind maps to teach FK online could be indirectly beneficial for improving students’ creativity. Concept maps may be chosen for this point if the linked knowledge points are PK and the achievement of the analytical objective is emphasized in the student’s knowledge points. The flowchart can be used to display PK, while timelines could be utilized if the PK point is to be presented in a temporal dimension. Teachers should choose the curve area chart to display MK. A pie chart might be chosen and added more instructions. The findings suggest that mind maps are very effective as a means of knowledge visualization in online education. In the meantime, it suggests that overly simplistic graphs increase cognitive load, while it also raises the possibility that redundant information in the text may increase cognitive load.

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Effects of mind mapping-based instruction on student cognitive learning outcomes: a meta-analysis

Cited by 23 publications

References 59 publications

The Application of Mind Mapping in the Standardized Education of Inpatient Physicians in Nephrology

The Application of Mind Mapping in the Standardized Education of Inpatient Physicians in Nephrology

The Effect of Mind Mapping Technique on Students' Writing Skills

Choosing optimal means of knowledge visualization based on eye tracking for online education

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