Abstract
In this article, Novak’s concept mapping technique is compared to Tony Buzan’s mind mapping technique. The application parameters and the respective advantages and disadvantages for two formats for learning and knowledge sharing are reviewed and discussed. It is argued that the combination of these two visualization types can play to the strength of each one. The article then provides real-life examples from such a use in undergraduate and graduate university teaching. The results provide first indications that the different visualization formats can be used in complementary ways to enhance motivation, attention, understanding and recall. The implications for a complementary use of these visualization formats in class room and teaching contexts are discussed and a future research agenda in this domain is articulated.
Highlights
In this article, Novak's concept mapping technique is compared to Tony Buzan’s mind mapping technique
This paper examines the potential of complementary visualization with regard to concept maps, that is to say the combination of concept maps with other visualization formats
Towards a complementary use of mapping methods The systematic comparison of the four methods in terms of their application parameters and their exploratory use in teaching has shown that the combined, sequenced use Of the two methods can provide a number of benefits that go beyond the possibilities of each individual method alone
Summary
Novak's concept mapping technique is compared to Tony Buzan’s mind mapping technique. Methods: systematic comparison along application parameters and exploratory use cases The domain of visual methods for learning and knowledge sharing is a broad one and the diverse learning needs and styles of students may make it necessary to use concept maps only as one type of learning support tool among others.
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