Abstract
<p class="3">With the advances in mobile network technology, the use of portable devices and mobile networks for learning is not limited by time and space. Such use, in combination with appropriate learning strategies, can achieve a better effect. Despite the effectiveness of mobile learning, students’ learning direction, progress, and achievement may differ. Thus, the enhancement of learners’ opinions on the usability and interactivity during mobile learning are challenging issues to overcome. This study developed a sharing mind map-oriented mobile learning system integrated with valuable information preserved in a digital archiving system. In addition to the functions of traditional mind maps, this system also enabled students to complete and record relevant information that they had found onto the mind map and further improve the integrity of their own knowledge. To investigate the effectiveness of this teaching approach, this study added digital archive data and used mind map sharing to help learners develop knowledge. By using the proposed approach, students were able to perform self-assessment on learning content, choose appropriate learning directions, and progress according to their level of learning. At the same time, they could collaboratively learn with peers to engage themselves more deeply in their learning. That is, their learning motivation could be constantly triggered through the observations and sharing of mind maps from one to another. This study selected sixth graders as its research subjects in two classes at the school where one researcher works. There were 31 and 30 valid samples in the experimental group and control group, respectively, with a total of 61 students. The experimental group was conducted by using sharing mind map with corresponding geographical archived information to investigate the effectiveness of sharing mind map (SMM) in mobile learning; on the other hand, the control group was conducted by using a traditional learning approach. The outcomes indicate that students’ learning performance could be enhanced by using archived information SMM mobile learning.</p>
Highlights
One of the aims of the study was to assess students’ reactions to the mind map sharing model that they had been taught in this course
This study designed a sharing mind map system integrated with valuable digital information preserved in digital archives
In addition to the functions of traditional mind maps, this system enabled students to complete and record relevant information, which they had found on the mind map, to further improve the integrity of their own knowledge
Summary
The introduction of mobile devices and digital archive resources changes the learning tool being used and adds additional content, which is an easy-to-achieve objective from the perspective of using technology (Johnston, Berg, Pillon, & Williams, 2015). The purpose of this study was to design and use mind mapping and digital archiving as a tool for learners to self-construct their knowledge collaboratively and to see the degree to which this system helped learners expand their observations about the subject matter and interact with the learning environment. During the process of sharing each other’s mind maps, learners could understand how their peers presented different materials; in turn, they could think through and expand their own perspectives. By using these techniques on their mobile devices, learners could reach their learning goals effectively without having to study in one geographic space. In terms of the usability and interaction, is SMM in collaborative mobile learning more effective than traditional learning?
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