Digital Mind Research Articles

Students' Perception on the Use of Digital Mind Map to Stimulate Creativity and Critical Thinking in ESL Writing Course

In practise, mind maps have long been used by individuals especially teachers to create, visualise, arrange, and expand ideas in order to facilitate teaching and learning. Learning visually is a distinctive technique in modern pedagogy because most individuals are visual learners. As technology advances, digital mind map is created to replace manual mind map to bring modern pedagogy into the era of the fourth industrial revolution. Digital mind map has been used by teachers to teach diverse subjects. However, the use of digital mind map in teaching writing is scarce. Hence, the purpose of this case study was to examine the use of digital mind map to stimulate creativity and critical thinking in ESL writing course. A sample of 32 university students was selected randomly from one public university in Malaysia. The researchers developed a set of questionnaires to measure the three constructs – the usage of digital mind map, creativity, and critical thinking in writing tasks based on these three models: Lin & Faste, William, and Watson-Glaser models. The empirical results showed that the use of digital mind map evidently stimulates the students' creativity and critical thinking in completing their writing tasks as perceived by the respondents. Thus, the use of digital mind map has facilitated the ESL students' writing tasks in terms of integrating creative and critical elements.

Digital Mind Mapping Software: A New Horizon in the Modern Teaching-Learning Strategy

Digital Mind Mapping Software: A New Horizon in the Modern Teaching-Learning Strategy

The Relationship between Critical Thinking and Knowledge Acquisition: The Role of Digital Mind Maps-PBL Strategies

Critical thinking is rational and reflective thinking involved in decision making. Knowledge acquisition refers to the level achieved by students in understanding the materials and meaning of the learning context. Critical thinking and knowledge acquisition can be enriched through applications of relevant learning strategies. The aim of this study was to investigate the correlation between critical thinking and knowledge acquisition in the process of implementing Digital Mind Maps-Problem Based Learning (Digital Mind Maps-PBL). The le arning process was conducted to students from Universitas Islam Riau, Indonesia, who were enrolled in the even semester of 2018 in biology education department . The instrument used to measure the students’ critical thinking and knowledge acquisition, that was in the form of essay tests, had been confirmed valid by the result of the Pearson Product Moment analysis. The reliability test using Cronbach's Alpha also showed that this instrument was reliable for measuring critical thinking and knowledge acquisition (correlation coefficients are 0.837 and 0.872, respectively). The results of the study indicated that critical thinking and knowledgeNurkhairo Hidayati acquisition were correlated with a value of 0.861 and a determination coefficient of 0.742, where Y = 1.215X – 4.323. It can be concluded that Digital Mind Maps-PBL strategies can be used to refine students’ critical thinking, which may result in the improvement of students’ knowledge acquisition. Therefore, the implementation of Digital Mind Maps-PBL strategies in the classroom is highly recommended

Cognitive Learning Outcomes: Its Relationship with Communication Skills and Collaboration Skills through Digital Mind Maps-Integrated PBL

This study aimed to investigate the relation of communication skills and collaborative skills simultaneously on student cognitive learning outcomes using the Digital Mind Maps-Integrated PBL model. This correlational study was conducted on biology education students at Universitas Islam Riau, Indonesia. The research instrument consisted of observation sheets to assess communication and collaboration skills, as well as essay tests to measure cognitive learning outcomes. Data analysis used multiple regression analysis. The results showed a significant relationship between communication skills and collaboration skills on cognitive learning outcomes with F count (13.966) and p-value of 0,000 <α (0.05). Besides, these two variables simultaneously also contributed to the achievement of student learning outcomes with an Effective Contribution (EC) value of 46.61%. Thus it can be concluded that the improvement of communication skills and collaboration skills have a contribution to the learning outcomes obtained by students. Therefore, educators can empower both of these skills so that students' cognitive learning outcomes also improve.

Integrating Telegram Application into Digital Mind Mapping to Develop Student Teachers' EFL Critical Reading and Writing Skills

The study aimed to investigate the effectiveness of integrating telegram application into digital mind mapping in developing student teachers' EFL critical reading and writing skills. The design of the study was a mixed research methodology. It combined both quantitative and qualitative methods of collecting data. The participants of the study were thirty -five (N= 35) students enrolled in third -year English section at the Faculty of Education, Benha University, Egypt. They were tested before and after the treatment. They were taught through using digital mind mapping and telegram application based program. The instruments of the study included an EFL critical reading skills test, an EFL critical writing skills test and a semi-structured interview. The results of the study revealed a statistically significant difference between the mean scores of the study participants in the pre and post administrations of the EFL critical reading and writing skills tests in favor of the post administrations. These results were ascribed to digital mind mapping and telegram application based program. دمج تطبيق التليجرام (Telegram) فى الخرائط الذهنية الرقمية لتنمية مهارات القراءة والکتابة الناقدة فى اللغة الإنجليزية لدى الطلاب المعلمين إعـداد أ.م.د/ حسناء صبرى عبدالحميد أحمد حلوه أستاذ مساعد بقسم المناهج وطرق التدريس وتکنولوجيا التعليم (تخصص لغة إنجليزية) کلية التربية – جامعة بنها المستخلص باللغة العربية تهدف الدراسة إلى توضيح فاعلية دمج تطبيق التليجرام (Telegram) ف الخرائط الذهنية الرقمية فى تنمية مهارات القراءة والکتابة الناقدة فى اللغة الإنجليزية لدى الطلاب المعلمين بکلية التربية . ويعد هذا البحث من البحوث المختلطة / المدمجة التى دمجت أساليب البحث الکمية والکيفية معا. وتکونت عينة الدراسة من خمسة وثلاثون من الطلاب المعلمين تم اختيارهم عشوائيا من طلاب الفرقة الثالثة شعبة اللغة الإنجليزية بکلية التربية جامعة بنها, جمهورية مصر العربية. هذا وقد تم اختبار عينة الدراسة قبل اجراء المعالجة وبعد تطبيق البرنامج القائم على دمج تطبيق التليجرام (Telegram) ف الخرائط الذهنية الرقمية. واشتملت ادوات الدراسة على اختبار فى مهارات القراءة الناقدة فى اللغة الإنجليزية , اختبار فى مهارات الکتابة الناقدة فى اللغة الإنجليزية ومقابلة شبه منظمة. واشارت نتائج البحث الى وجود فروق ذات دلالة احصائية بين درجات الطلاب (عينة الدراسة) فى القياس القبلى – البعدى فى مهارات القراءة والکتابة الناقدة فى اللغة الانجليزية لصالح القياس البعدى . وترجع هذه النتائج الى فاعلية البرنامج القائم على دمج تطبيق التليجرام (Telegram) ف الخرائط الذهنية الرقمية فى تنمية تلک المهارات لدى الطلاب المعلمين .

The Integrated PBL-DMM: A Learning Model to Enhance Student Creativity

The present study aimed to test the effectiveness of two learning models, namely Problem-Based Learning (PBL) and Integrated Problem-Based Learning and Digital Mind Maps (PBL-DMM) in improving student creativity. This experiment employed a pretest-posttest control group design and involved 103 participants. An essay test was used to evaluate the participants’ creativity. The results showed that both PBL and PBL-DMM had an effect on creativity, yet among these two learning models, PBL-DMM was considered more effective to boost student creativity.

Examining the Relationship between Creativity and Critical Thinking through Integrated Problem-based Learning and Digital Mind Maps

Critical thinking is a complex process which requires higher-order thinking to achieve the expected outcome, while creativity is strongly associated with the production of useful and unique ideas. Both creativity and critical thinking involve new perspectives which can be empowered through the implementation of integrated Problem-based Learning (PBL) and Digital Mind Maps (DMM). The present study attempted to examine the relationship between critical thinking and creativity through the implementation of the combined PBL and DMM learning model in Human Physiology and Anatomy classes. This study employed a quasi-experimental design which involved students from the Department of Biology Education, Universitas Islam Riau, Indonesia. Every aspect of the participants’ critical thinking and creativity was measured using an essay test. To reveal the relationship between critical thinking and creativity, a regression analysis was performed. The results showed that there was a significant relationship between critical thinking and creativity (Y=35.439+0.485x). It, thus, can be concluded that the Integrated PBL and DMM model can be used as an alternative approach for simultaneous empowerment of students’ critical thinking and creativity

Using Digital Mind Map in teaching Arabic

The recent study investigated the effectiveness of using digital mind map on developing some creative writing and reading skills of Arabic majors' at faculty of Education. Research group were (30) male and female students. The study used the semi-experimental approach (pre-post one group design) because the study presented a new treatment which students didn't study before. Two lists of creative reading and writing skills needed to be developed were prepared. The researcher prepared then two units using digital mind map and creative reading and writing skills. The research tools were applied on the research group. Results indicated that there were significant statistic differences between means scores of the study group in favor of posttest. This assured the effectiveness of using digital mid map on developing creative reading and writing skills of Arabic majors at faculty of Education. The study recommended the necessity of applying the latest technology in teaching Arabic in different school stages. -------------------------- Citation: Sayed et.al., prepare a program in the Islamic culture based on self-regulated learning for Developing some religious concepts and tourism attitudes of Faculty of Tourism and Hotels Students. SVU-Journal of abstract 2019, Vol.1: pp9 (retrieved from the Journal of Educational Sciences; 2018, No.34; pp89) Copyright: The SVU- Scientific research Centre (SVU-SRC). This is an open-access article distributed under the terms of the creative commons attribution license, which permits unrestricted use, distribution and reproduction in any medium provided the original author and source are created.

Digital mind maps in teaching materials science at the university level

Mind maps increase attractiveness of classes and motivation of students to create their own associations and stimulate them to expand the knowledge acquired during the course. The aim of the work was to review information technology (IT) tools for building digital mind maps in terms of their use for teaching materials at the university level and to examine students’ opinions on their use as a tool to support the acquisition of knowledge. The results of questionnaire surveys among university students from two different non-technical majors confirmed research hypotheses about the increase in student acceptance for introducing new educational techniques.

IGen Digital Learners: Let’s Collaborate via Coggle

The Forth Industrial Revolution emphasizes creativity skill in the demand of 21st century learning: requiring learners to be active and responsive. Therefore, this innovation is a switch from the traditional paper-pencil method to digital based learning; aiming to facilitate students in the primary and secondary schools to collaborate and respond actively by exploring effectively a variety of topics and skills through the pictorial module guidelines. Significantly, the integration of listening, speaking, reading, writing, grammar and language arts skills was ignited through fun and creative manners. This study involved 40 primary and 40 secondary participants from Klang, Selangor, Cameron Highlands, Pahang and Ipoh, Perak. The action research data were gathered through pre and post-tests, observations and survey questionnaires. It was evidenced that students were able to collaborate and brainstorm ideas clearly using Coggle. They sustained high level of attention, interest, active participation and engagement throughout the lessons. Observations revealed that students had the ability to expand the digital mind maps from pictures to words, phrases, sentences and paragraphs. It provided technology infused fun learning context which instilled and boosted students’ self-confidence and kindle interest in using English Language communicatively through active knowledge construction. Hence, this innovation can be utilized effectively by educators throughout Malaysia due to its flexible features to enhance English Language learning and teaching.

أثر استخدام الخرائط الذهنیة فی استراتیجیتی التعلــم الإلکترونی (الفردی والجماعی) بمنصة الفیسبوک على تنمیة مهارات البحث فی بنک المعرفة المصری لدى طلاب تکنولوجیا التعلیم The Effect of Using Mind Mapping on E-Learning Strategies (Individual and Group) via Facebook Platform on Developing Research Skills in the Egyptian Knowledge Bank among Educational Techn

يهدف البحث إلى تحديد أفضلية إستراتيجية التعلم الإلکتروني (الفردي – الجماعي) القائمة على إستخدام الخرائط الذهنية الرقمية عبر الفيسبوک، وذلک فيما يتعلق بإکتساب معارف ومهارات البحث لطلاب تکنولوجيا تعليم في بنک المعرفة المصري، تم الاعتماد على التصميم التجريبي القائم على مجموعتين تجريبتين. وتضمن التصميم التجريبي متغير مستقل بنمطين هما إستراتيجية التعلم (الفردي – الجماعي) القائمة على إستخدام الخرائط الذهنية الرقمية في الفيسبوک ومتغيرين تابعين وهما معارف ومهارات البحث في بنک المعرفة المصري. تمثلت أدوات البحث في الإختبار التحصيلي وبطاقة ملاحظة الأداء المهارى، تکونت عينة البحث من (52) طالبا وطالبة تم تقسيمهم إلى مجموعتين متساوتين حسب نمط إستخدام الخرائط الذهنية الرقمية، حيث تکونت کل مجموعة (26) طالبا/طالبة. وقد أشارت النتائج إلى فاعلية استراتجيتى التعلم الإلکترونى (الفردي والجماعي) القائمتان على إستخدام الخرائط الذهنية الرقمية في تنمية معارف الطلاب لمهارات البحث في بنک المعرفة المصري، وأظهرت النتائج أيضا أفضلية استراتيجية التعلم الفردي القائم على الخرائط الذهنية الرقمية في تنمية مهارات البحث للطلاب في بنک المعرفة . This research aims to determine the preference of the e-learning strategy (individual - group) based on the use of digital mental maps via Facebook, in order to acquire the knowledge and research skills among educational technology students in the Egyptian Knowledge Bank. This research was based on the experimental design based on two experimental groups. The experimental design included two independent variables, namely the learning strategy (individual - group) based on the use of digital mental maps via Facebook and two dependent variables. The dependent variables include, knowledge and research skills of the Egyptian Knowledge Bank. The research tools consisted of achievement test and skill performance note card. The research sample consisted of (52) male and female students divided into two equal groups according to the pattern of using digital mental maps. Each group consisted of (26) students. The results indicated the effectiveness of e-learning strategies (individual and group) based on the use of digital mind maps in the development of students' knowledge of research skills in the Egyptian Knowledge Bank. The results also showed the preference of an individual learning strategy based on digital mind maps in the development of research skills for students in the knowledge bank.

A Study on Digital Mind and Relationship between Computational Thinking and Problem Solving Process of College Nursing Students

A Study on Digital Mind and Relationship between Computational Thinking and Problem Solving Process of College Nursing Students

فاعلیة برنامج قائم على الخرائط الذهنیة الرقمیة فی تنمیة التحصیل والانخراط فی التعلم لدى الطلاب المعلمین شعبة الریاضیات

هدفت الدراسة الحالية إلى بناء برنامج قائم على الخرائط الذهنية الرقمية في تنمية التحصيل والانخراط في التعلم لدى الطلاب المعلمين شعبة الرياضيات، وتقصي فاعلية البرنامج في تنمية التحصيل والانخراط في التعلم ککل وأبعاده الثلاثة (الانخراط المعرفي – الانخراط الوجداني – الانخراط السلوکي) لدى الطلاب المعلمين شعبة الرياضيات بکلية التربية، واستخدم المنهج التجريبي القائم على تصميم المجموعة الواحدة، والقياس القبلي والبعدي، وبعد الانتهاء من تجريب البرنامج على عينة من (38) من الطلاب المعلمين شعبة الرياضيات بکلية التربية، تمثلت أدوات الدراسة في اختبار تحصيلي ومقياس الانخراط في التعلم، وقد أظهرت نتائج الدراسة فاعلية البرنامج في تنمية التحصيل وکذلک رفع الانخراط في التعلم ککل وأبعاده الثلاثة، ووجود علاقة بين التحصيل والانخراط في التعلم، وفى ضوء هذه النتائج أوصت الباحثة بإعادة صياغة محتوى مقررات التعليم الجامعي بما يتفق واستراتيجية الخرائط الذهنية الرقمية, تدريب أعضاء هيئة التدريس على استخدام برامج الخرائط الذهنية الرقمية, تدريب الطلاب على استخدام الخرائط الذهنية الرقمية، ضرورة توسيع مجال استخدام الخرائط الذهنية الرقمية في المناهج. The effectiveness of a program based on Digital Mind Maps in Developing Achievement and Learning Engagement, among Student-Teachers majoring in Mathematics The current study aimed at making a program based on digital mind maps in developing the achievement and learning engagement as a whole and its three dimensions (cognitive, emotional and behavioral engagement) through investigating the effectiveness of the program for mathematics student teachers at the Faculty of Education. The researcher used a quasi-experimental based on one group design and pre-post scale. After finishing applying the program on a sample of (38) mathematics student teachers at the faculty of Education; the tools of the study have been represented in a test and learning engagement scale. The results of the study showed the effectiveness of the program in developing the achievement and increasing the learning engagement as a whole and its three dimensions and there is a positive relationship between the achievement and learning engagement. In the light of these results, the researcher recommended paraphrasing the content of Educational curriculum to be consistent with the Digital Mind Maps, training the faculty members on using the Digital Mind Maps programs, training students on using the Digital Mind Maps and the necessity to expand using the Digital Mind Maps in the curriculum.

Pedagogical Perspectives and Practices Reflected in Metaphors of Learning and Digital Learning of ICT Leaders

ABSTRACTThis study examines the meaning attributed to the contribution of technology to pedagogical practices from the perspective of school ICT leaders. While previous studies use metaphors for bottom-up exploration, this study employs an innovative combination of bottom-up and top-down metaphor analysis based on two frameworks: (a) metaphors of general learning (Paavola, Lipponen, & Hakkarainen, 2004)—acquisition, participation, and knowledge creation, and (b) metaphors of digital learning (Shamir-Inbal & Blau, 2016)—toolbox, active player, creative mind, shared desktop, and inter-connected world. Semi-structured interviews were conducted with 13 ICT leaders, including eight elementary school ICT coordinators and five regional ICT coordinators. All three metaphors of general learning and five digital learning metaphors were found in perspectives and pedagogical practices reported by the interviewees. However, the prevalence of each metaphor and the intersections of general and digital learning metaphors were quite different. The analysis based on metaphors shed light on the perspectives of ICT leaders regarding the meaning and nature of learning processes and on pedagogical practices in their schools.

Abordagem Triangular em Diálogo com o Tempo: pegadas no passado, passos para o futuro

Este texto busca refletir sobre aspectos da tecnocultura que balizam na contemporaneidade a necessidade da promoção do desenvolvimento da consciência crítica de um novo estado da mente humana: a mente digital. Com o advento das tecnologias digitais, estabeleceram-se,outras formas de interações comunicacionais ascendendo à cultura digital, com práticas e costumes peculiares da cibercultura no cotidiano das pessoas que integram os diferentes discursos bem como a interconexão entre som, imagem e texto, ou seja, o advento da metalinguagem. Coloca-se, neste âmbito da tecnologia conceitual, que estabelece um novo estado da mente humana, a necessidade de ações e-arte/educativas em prol do desenvolvimento da mente digital autogovernativa através da artecibercultural e seu ensino. Esta perspectiva se ancora numa abordagem arte/educativa digital intitulada Sistema Triangular Digital, cujo sistema advém da derivação da Abordagem Triangular concebida e sistematizada por Ana Mae Barbosa.

Glimpses of dialogue: transitional practices in digitalised classrooms

ABSTRACTThis socio-culturally informed qualitative study examines digitalised classrooms in Norwegian secondary schools, with a focus on the relationship between information and communication technology (ICT) and dialogic aspects of literacy practices. In the article, we foreground two cases: one on the use of digital mind maps and one on a writing process with online response. These cases display productive results of the tensions between old practices and new technology in that they open up spaces for dialogic interaction. This experience calls for a deeper historical contextualisation, and in the article we refer to different time scales: First, the restricted time scale of practices observed in the local school contexts over an academic year; second, the somewhat wider perspective of 20–30 years of educational research addressing technological innovation; and third, the extensive time scale of cultural history, with an analogy to the slow move from orality to literacy in ancient Greece. On this basis we suggest the term ‘transitional practices’ as an appropriate reference to all of these three time scales. Against this background, the glimpses of dialogue observed are seen as promising precursors of future development, but also as vulnerable plant shoots that may very well shrivel and die if they are not supported.

Analysis of Changes of Digital Mind by the Class Type in Basic Software Education for the Students of Humanities

Analysis of Changes of Digital Mind by the Class Type in Basic Software Education for the Students of Humanities

The Impact of Digital Mind Maps on Science Achievement among Sixth Grade Students in Saudi Arabia

The purpose of this study was to examine the impact of digital mind maps on science achievement among sixth grade students in Saudi Arabia. A total of female 44 students at the second-semester of the academic year 2012/2013 participated in the study. The students were randomly assigned to two experimental groups to receive different treatments. The first group (DMM) utilized digital mind maps during their learning process, while the second group (PMM) utilized paper mind maps.The results revealed that using digital mind maps had a significant effect on students’ science achievement. Based on the obtained results, it was concluded that the utilization of digital mind maps for Saudi sixth students could be helpful in improving their achievement.

PROMPTING THE POETIC MUSE: THE COMPUTER-ASSISTED TRANSLATION OF BIBLICAL POETRY, WITH SPECIAL REFERENCE TO SONG OF SONGS 8:5B-7 IN CHEWA

How can the digital mind of the computer come to the aid of Bible translators in the field as they carry out their work? To be more specific, is this technical resource and its associated electronic toolkit able to offer any assistance when dealing with some of the most challenging texts of Scripture, namely those written in the form of classical Hebrew poetry? I will address certain aspects of these and related issues by means of a “case study” of the translation of a poetic passage, namely the climactic little love lyric found in Song of Songs (SoS) 8:5b-7. Several major respects in which computer assisted technology (CAT) becomes critically essential for this creative task will be pointed out as we go along. I will focus on the compositional task – that is, upon demonstrating a progressive and systematic computer-assisted generation of a poetic translation. This procedure is illustrated and displayed in relation to the focal passage by means of a number of examples in Chewa that will hopefully offer readers more of an actual “feeling” for the experience of this formally dynamic, but semantically controlled manner of Bible translation in a major Bantu language. In conclusion, I offer several suggestions regarding the implications of this brief study for translator-training programs, as well as for further research and testing in the field of computer-aided and guided translations of the poetic texts of the Scriptures.

ADVANTAGES OF ARTIFICIAL INTELLIGENCES, UPLOADS, AND DIGITAL MINDS

I survey four categories of factors that might give a digital mind, such as an upload or an artificial general intelligence, an advantage over humans. Hardware advantages include greater serial speeds and greater parallel speeds. Self-improvement advantages include improvement of algorithms, design of new mental modules, and modification of motivational system. Co-operative advantages include copyability, perfect co-operation, improved communication, and transfer of skills. Human handicaps include computational limitations and faulty heuristics, human-centric biases, and socially motivated cognition. The shape of hardware growth curves, as well as the ease of modifying minds, are found to have a major impact on how quickly a digital mind may take advantage of these factors.