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

Mind mapping is a visualization tool used in instruction that can be applied by learners to generate ideas, take notes, organize thinking, and develop concepts. Instruction using mind mapping is becoming increasingly commonly used in education. However, research has produced inconsistent results reg...

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Published inAsia Pacific education review Vol. 24; no. 3; pp. 303 - 317
Main Authors Shi, Yinghui, Yang, Huiyun, Dou, Yi, Zeng, Yong
Format Journal Article
LanguageEnglish
Published Dordrecht Springer Netherlands 01.09.2023
Springer
Springer Nature B.V
교육연구소
Subjects
Academic Achievement
Cognitive Mapping
Cognitive Processes
Control Groups
Conventional Instruction
Education
Educational objectives
Educational Strategies
Engineering Education
Instructional Effectiveness
Instructional Program Divisions
Learning
Mathematics Instruction
Meta Analysis
Science Instruction
Student Improvement
Students
Technology Education
Visualization
교육학
Effect size
Mind mapping
Meta-analysis
Cognitive learning outcomes
Online AccessGet full text

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Abstract Mind mapping is a visualization tool used in instruction that can be applied by learners to generate ideas, take notes, organize thinking, and develop concepts. Instruction using mind mapping is becoming increasingly commonly used in education. However, research has produced inconsistent results regarding the effectiveness of mind mapping-based instruction on student learning outcomes. Using the meta-analysis of 21 studies, this study investigates the overall effectiveness of the mind mapping-based instructions on students’ learning outcomes in comparison with that of traditional instruction. Mind mapping-based instruction has been found to have a more positive influence on students’ cognitive learning outcomes than traditional instruction. Analysis of moderator variables suggests that the subject matter and educational level are important factors in the effectiveness of mind mapping-based instruction. Lower-grade students are more susceptible to the influence of mind mapping-based instruction than higher-grade students, and mind mapping-based instruction helps students improve their cognitive learning outcomes in all subjects, especially in the Science, Technology, Engineering, and Math disciplines.
AbstractList Mind mapping is a visualization tool used in instruction that can be applied by learners to generate ideas, take notes, organize thinking, and develop concepts. Instruction using mind mapping is becoming increasingly commonly used in education. However, research has produced inconsistent results regarding the effectiveness of mind mapping-based instruction on student learning outcomes. Using the meta-analysis of 21 studies, this study investigates the overall effectiveness of the mind mapping-based instructions on students’ learning outcomes in comparison with that of traditional instruction. Mind mapping-based instruction has been found to have a more positive influence on students’ cognitive learning outcomes than traditional instruction. Analysis of moderator variables suggests that the subject matter and educational level are important factors in the effectiveness of mind mapping-based instruction. Lower-grade students are more susceptible to the influence of mind mapping-based instruction than higher-grade students, and mind mapping-based instruction helps students improve their cognitive learning outcomes in all subjects, especially in the Science, Technology, Engineering, and Math disciplines.
Mind mapping is a visualization tool used in instruction that can be applied by learners to generate ideas, take notes, organize thinking, and develop concepts. Instruction using mind mapping is becoming increasingly commonly used in education. However, research has produced inconsistent results regarding the efectiveness of mind mapping-based instruction on student learning outcomes. Using the meta-analysis of 21 studies, this study investigates the overall efectiveness of the mind mapping-based instructions on students’ learning outcomes in comparison with that of traditional instruction. Mind mapping-based instruction has been found to have a more positive infuence on students’ cognitive learning outcomes than traditional instruction. Analysis of moderator variables suggests that the subject matter and educational level are important factors in the efectiveness of mind mapping-based instruction. Lower-grade students are more susceptible to the infuence of mind mapping-based instruction than higher-grade students, and mind mapping-based instruction helps students improve their cognitive learning outcomes in all subjects, especially in the Science, Technology, Engineering, and Math disciplines. KCI Citation Count: 0
Author Yang, Huiyun
Dou, Yi
Zeng, Yong
Shi, Yinghui
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SubjectTerms Academic Achievement
Cognitive Mapping
Cognitive Processes
Control Groups
Conventional Instruction
Education
Educational objectives
Educational Strategies
Engineering Education
Instructional Effectiveness
Instructional Program Divisions
Learning
Mathematics Instruction
Meta Analysis
Science Instruction
Student Improvement
Students
Technology Education
Visualization
교육학
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Title Effects of mind mapping-based instruction on student cognitive learning outcomes: a meta-analysis
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