Mind Mapping Research Articles

An Empirical Research on Application of Mind Mapping to Business Comprehensive English Course

This research is to explore the effectiveness of applying Mind Mapping to the course of business comprehensive English for students at Sichuan University of Arts and Science. In addition, this research collects students’ feedback on the administration and further application of mind mapping. A total of seven assignments of mind maps were submitted to Xuexitong (an online app) in the teaching practice of the course named Business Comprehensive English by students from two classes of business English major in one academic year. Then, a questionnaire was distributed online, and 72 students responded to the questionnaire. Analyses Findings were based on the 72 respondents’ feedback. The findings show that the vast majority of students hold a positive attitude towards the application of the mind mapping, for it has proved to be an effective way to facilitate their understanding of the structure and main idea of articles. Meanwhile, what needs to be improved is the guidance the teacher gave them about how to apply mind mapping in their studies. Recommendations on the application of mind mapping to other courses of English major and future research are put forward in the end.

The Effect of Interactive Learning Media on Students' Understanding of Basic Mathematical Concepts in SDN 1 Tebaban

This study aims to determine the effect of the use of interactive learning media (wordwall) on the understanding of basic mathematical concepts of grade IV students at SDN 1 Tebaban. This type of research is a quantitative research of experimental methods with a quasi-experimental design of pretest-posttest control group design. The population of this study is class IV A and IV B which totals 35 students. The sample of this study uses a saturated sampling technique. The data collection technique in this study uses observation sheets, questionnaire sheets and pretest and posttest test sheets. The data analysis techniques in this study include observation and questionnaire data analysis, descriptive analysis, normality test, variance homogeneity test and independent samples test. The results of the observation sheet showed that the students' understanding of basic mathematical concepts in the experimental class reached 75% ('Very Good'), higher than the control class which only reached 62.99% ('Good'). Based on the results of the questionnaire, the use of wordwall interactive media was proven to be more effective in improving students' understanding than mind mapping learning media and teaching aids in the control class, with 91% of students in the experimental class supporting the use of wordwalls, compared to 80% in the control class. The t-test showed a value of Sig. (2-tailed) 0.02, so that the alternative hypothesis was accepted, indicating a significant influence of interactive learning media on the understanding of mathematical concepts of grade IV students at SDN 1 Tebaban.

The Use of Electronic Mind Maps to Develop EFL Students’ Vocabulary

These days, the advancement of technology allows mind map creation on mobile apps or online platforms, which saves time and creates enjoyment for users. Literature indicates that electronic mind maps positively affect second language learning in different aspects. With the use of Coggle – an online mind map creator, this study aimed to explore the influence of electronic mind maps on the English vocabulary of EFL students. Thirty-six students of non-English majors participated in this one-group pretest-post-test design pre-experimental research, which lasted ten weeks. The data collected from pre-test, post-test, and questionnaire were analyzed quantitatively by SPSS. The results revealed that electronic mind maps significantly increased the students' vocabulary and developed their autonomous learning. It is suggested that electronic mind maps should be used more in the future to help EFL learners develop their language skills.

CONECTANDO CONCEITOS: O IMPACTO DOS MAPAS MENTAIS DIGITAIS DINÂMICOS NA APRENDIZAGEM DE SISTEMAS LINEARES

Traditional teaching methods tend to emphasize verbal and linear learning, focusing on isolated information rather than identifying relationships between concepts. However, building meaningful understanding requires visualizing these conceptual interconnections. The shift from a linear approach to integrated network models, such as mind maps, facilitates this knowledge organization, allowing students to develop a deeper understanding of concepts. With the advent of distance learning, additional challenges arise in the production of teaching materials, requiring critical reflection on the potentialities and challenges of digital technologies in pedagogical practice. Therefore, this research investigates the effectiveness of using dynamic digital mind maps (DDMM) in learning Electrical Engineering, focusing on the Linear Systems course. The study aims to evaluate, through a data collection instrument, how mind maps can assist students in understanding mathematical and abstract concepts, highlighting two perspectives: how students learn, and their perceptions of meaningful learning based on Digital Educational Resources. The experience emphasized a lesson plan for knowledge construction in the face of the challenges of 21st-century engineering education, developing competencies and skills for solving real and interdisciplinary problems.

Интерактивное приложение, реализующее метод уверенных суждений на массовой программной платформе

The article examines the functionality and architecture of an interactive application designed to support multi-criteria decision-making using S.A. Piyavsky's confident judgment method. It provides a description of key components of this method essential for presenting the topic in a computer-oriented format for data and knowledge representation. The application stores and provides access to a bank of universal importance coefficients for specific criteria and serves as the core of an information methodology for decision-making based on the confident judgment method. This methodology includes the following stages: compiling a list of alternative solutions with evaluations by a set of specific quantitative criteria; establishing a selection policy that orders criteria by importance for the decision-maker; normalizing the multi-criteria problem statement in line with a foundational optimization model; evaluating each alternative solution within this model; and selecting the optimal alternatives. The application automatically coordinates the creation and editing of the list of alternative solutions according to variation boundaries set by the selection policy, integrating all solution stages with user feedback. The application’s functionality is represented by a diagram linking the main activities and their outcomes, along with a UML diagram of application use cases. The architecture of the application is presented as a mind map. The application is implemented on the Excel platform using VBA programming language, chosen to ensure accessibility and support the development of advanced multi-criteria decision-making methods for a broad user base who use Excel in their professional work.

Strategies used by Indonesian high school English teachers to improve students' reading comprehension: A qualitative study

Reading comprehension is essential in ESL/EFL teaching, yet many students in Indonesia face difficulties in comprehending English passages. This study aims to investigate the strategies used by English language teachers to address these challenges. The research problem focuses on identifying effective strategies to improve students' reading comprehension skills. A qualitative research method was used, involving semi-structured interviews with four high school English teachers in Indonesia who were purposively selected. Data were collected in January 2024 through interviews conducted at different times and locations. The data were analyzed thematically to identify recurring challenges and effective strategies. The findings revealed that teachers faced significant barriers, such as students' limited vocabulary and difficulties with long texts. To address these issues, teachers used strategies such as selecting passages based on students' interests, using skimming and scanning techniques to quickly identify key ideas and specific information, and using mind mapping to help students organize and understand complex information. In conclusion, the study highlighted the importance of adaptive teaching methods in overcoming reading comprehension challenges. The suggested strategies - interest-based texts, skimming, scanning and mind mapping - were found to be effective in improving students' reading skills. Further research is recommended to investigate the long-term effects of these strategies and to develop additional methods for improving reading comprehension.

So Easy to Write a Story With a Mind Map: An Experimental Study

This study aimed to determine the effect of mind mapping on story writing skills of the students. A pre-test, a post-test, and a semi-experimental research design were used in this study. The study group consisted of a total of 86 third-grade students; 33 students from the experimental group, 23 students from the control 1 group, and 30 students from the control 2 groups. Stories were written by the students in the experimental group by using the mind map method during 18 lesson hours. In the control 1 group, story topics were given to the students, and they were asked to write stories about them as homework during one lesson hour for 9 weeks. In the control 2 group, the researcher did not intervene in their lessons during the term. As a result of the research, there was an increase in the post-test writing skill scores of the experimental and control 1 groups. The mind map method and story writing with homework exercises improved students' writing skills.

Novice clinician educator professional identity formation through a longitudinal mentorship: a qualitative study

BackgroundThe professional identity of doctors is evolving with physicians now required to be ‘scholars’, facilitating the education of students and healthcare teammates as educators. Mentoring is widely practiced and is postulated to facilitate professional identity formation (PIF) through socialization.Preliminary literature review suggested few studies looking into how formal mentoring programmes affect PIF of novice clinician educators, particularly an Asian context. I hope to understand the perceived professional identity of such educators, and what changes in professional identity are observed after longitudinal mentorship, using the social cognitive career theory (SCCT) as an underpinning framework.MethodsA qualitative study explored perspectives of mentees with less than two years teaching experience and participating in a formal mentoring programme. Semi-structured interviews were conducted at the beginning and end of the programme. Thematic analysis and coding of these taped and transcribed interviews was performed and triangulated with an elite interview. Mind maps were constructed to appreciate the inter-relatedness of themes and evaluated using the SCCT framework. Methodology was anchored to the Consolidated Criteria for Reporting Qualitative Research checklist.ResultsSeven mentees were recruited. All were Chinese except for two Indians. All had less than six months experience with educational activities. None had formal training in medical education. Median duration postgraduate was six years. One was from a surgical discipline, others were from a range of medical disciplines. Themes identified included background influences, learning experiences and outcome expectations which affected self-efficacy, leading to mentees attaining goals and performing actions which effected their professional identity development, which was in-turn affected by contextual influences. Most perceived themselves as clinicians rather than medical educators. Concepts underpinning PIF included socialisation (role modelling and mentorship, communities of practice, sense of belonging), experiential learning, the hidden curriculum and reflective practice.ConclusionsNovice clinician educators mostly have a hierarchical identity. Role modelling and mentorship, active participation in communities of practice, promotion of a sense-of-belonging, experiential learning combined with reflective practice are important components for socialisation, synergistically facilitating PIF in novice clinician educators. Overcoming contextual barriers, being cognisant of cultural practices and addressing concerns in the hidden curriculum can assist educators in development of their professional identity.

Health economics and services research in symbiosis: STREAMLINEing mental health services in Austria

Abstract Objectives The cost of mental diseases exceeds 4% of GDP in Europe. In Austria, every 5th person lives with mental ill-health (MIH). Ongoing epidemiological, demographic and societal changes increase the need for easily accessible, better integrated and good value services. In STREAMLINE, we combine, harmonize and implement the latest methods in human service mapping and economic costing to optimize future service provision and financing for MIH in Austria. Methods We comprehensively assess the availability, activity and affordability of human services targeting MIH in Vienna within the health and social care, education, labour and justice sectors based on a conceptual mind map. We identify services through extensive literature, document and web searches plus expert consultations. Services are mapped and costed according to the European PECUNIA methods: classification of the main service types using the international DESDE taxonomy of human services; development of Reference Unit Costs using the PECUNIA RUC templates with primary data; validation of the results with secondary data; compilation of a comprehensive multi-sectoral service catalogue; and synthesis for spatial and policy analyses. Results We identified 756 sources, 75% individual organisations, 5% multi-organisations and 20% existing provider lists. 84% relate to health and social care, 10% labour, and 3% education and justice sectors each. 58% deliver care to adults, 37% to children & adolescents, and 5% support carers. Further service mapping and RUCs will be presented. Discussion STREAMLINE pioneers in coordinated public mental health services and economics research at scale. Assessed levels of fragmentation call for better integration, improved transition, reduced spatial inequity and increased support for carers. Results increase the feasibility of service evaluations from a societal perspective. Planned public service atlas facilitates information and access for service users and carers. Funding: WWTF Key messages • New methods for harmonized health services and economics research allow comprehensive information for optimized future mental health service planning and financing. • Assessed levels of fragmentation highlight the need for better integration, improved transition, reduced spatial inequity and increased support for carers.

The effect of PBL integrated RMS on biological literacy and critical thinking ability of high school students

This study aimed to determine the effect of Problem-Based Learning (PBL) integrated Reading, Mind Mapping, and Sharing (RMS) on biological literacy and critical thinking skills in biotechnology material. This type of research is Quasi-Experimental with pre-test-post-test experiments and a control group design. The researcher conducted the research because most of the students who became respondents considered biotechnology material less attractive, so students' understanding and activeness could have been more optimal in the learning process. The research samples were 72 students of class X MIPA at SMA Negeri 2 Kota Serang, Banten. The research sample was divided into two groups: the experimental group that applied the PBL integrated RMS model and the control group that applied the PBL model. The research instruments used were biological literacy ability tests and critical thinking ability tests. Biological literacy skills were measured using biological literacy-based multiple-choice test instruments, while critical thinking skills were measured using essay test instruments. The hypothesis test used was MANOVA statistical analysis. The results of statistical tests showed a significant effect of PBL integrated with RMS on biological literacy and critical thinking skills on biotechnology material with a significance value of 0.000 < α. Students with an integrated RMS learning model are more effective than those with a PBL learning model, which is indicated by the post-test value being higher than the pre-test value. This research contributes to the field of biology education by showing that the PBL learning model integrated with RMS can be an effective alternative learning model to improve students' biological literacy and critical thinking skills. The findings of this study are expected to be useful for biology teachers

The Use of Mind Mapping Technique in Acquisition of Grammar Structures in Foreign Language Teaching

Purpose: As in other languages, Turkish also consists of words formed by the combination of sounds and sounds and meaningful integrity formed by the combination of words in a ruleful way. Therefore, it needs some rules for both the formation of sounds, the formation of words and the formation of sentences, which constitutes grammar. In order to learn a foreign language fully and properly, it is necessary to master the rules of grammar. Methods and techniques designed for learning something in the best and shortest time are important and necessary for teaching grammar in foreign language teaching. The aim of this study is to examine the effectiveness of mind mapping technique, which is a different and new technique, in teaching grammar structures in teaching Turkish as a foreign language. Design/Methodology/Approach: In the study, mind mapping diagrams were used to teach grammar structures in teaching Turkish as a foreign language. According to this diagram, language consists of three components: form, function and use. For this reason, all grammar structures to be explained in the lesson were organized according to these three components and diagrams were prepared. Grammar structures were taught through the diagrams whose instructor opinions were taken. “Interview technique”, one of the qualitative data collection tools, was used in the study. For this, a semi-structured interview form was used. At Sakarya University TÖMER, a total of 22 learners at the A2 level were taught with the mind mapping technique for 7 weeks, and then the learners were interviewed one by one with a semi-structured interview form. Content analysis was used to analyze the data. The data obtained through content analysis were divided into themes and sub-themes. Findings: When the mind mapping technique in teaching grammar structures in teaching Turkish as a foreign language was analyzed according to learner opinions, 5 themes and 23 sub-themes were identified. Highlights: According to the opinions of the learners, positive results such as the mind mapping technique being effective in grammar teaching, being useful, having a structure that offers ease of teaching as well as contributing to recall and developing a positive attitude towards the lesson were determined.

Analysis of the Effectiveness of Using Digital Technologies in Teaching 1st Year Medical Students

In the modern world, the amount of knowledge has increased significantly, and therefore, there is a constant need to acquire and update it. Medicine is a rapidly developing field, and it is important for the future and working doctor to constantly improve their professional skills using modern technologies. The purpose of this study is to determine the most effective modern information technologies and the level of their effectiveness in the study of the subject "Medical Biology," as well as the attitude of students to their use and the impact on the ability to perceive educational material. Methodology. The study employed a complex set of research methods, including theoretical (such as analysis of scientific sources, pedagogical and teaching materials, and comparison) and empirical (such as summarizing teaching experience and interviewing) methods. First-year students (130) of the medical university were involved in the survey. Results. From our experience, using problem lecture technology in the learning process is more appropriate. It is based on a problematic presentation of the material in the form of contradictions, certain contradictions, the discussion of which makes it possible to keep students active, encourage them to dialogue or even debate. Problem presentation of the material stimulates the mental abilities of students and develops critical thinking, scientific, and cognitive activity. For data visualization, in addition to presentations and videos, mind maps were created, which made it possible to direct students not to memorization, but to reflection and awareness of cause-and-effect relationships and connections. The most effective way to create a mental map is to use the "brainstorming" technology. Students offer several variants of ideas for solving a specific problem; everyone expresses their own opinion and then combines the information into one collective solution and depicts it in the form of a diagram. To combine theoretical training and practical skills (simulating biological processes), we used the Labster platform covering different topics in biology, such as genetics, ecology, and cell biology. When studying Medical Biology, the most popular platform used by students was edX (53.1%). Regarding the forms of education, 37.9% of respondents chose the form, 38.6% the mixed form, and the rest were undecided. Conclusions. Modern information technology has become an integral part of the learning process in medical higher education, improving the quality of students' preparation for the requirements of modern medicine. The most effective methods for teaching "Medical Biology" include problem-based lectures with presentations, electronic resources, videos, virtual labs, websites, and mind maps. A blended approach that combines multiple technologies enhances the learning process and helps develop essential professional skills in future doctors.

Implementasi Model Project Based Learning Menggunakan Mind Map terhadap Keterampilan 4C Geografi Siswa Kelas X Fase E SMAN 15 Padang

Geography, as a discipline that studies the interaction between humans and the environment, as well as physical phenomena on Earth, plays an important role in developing 4C skills (Communication, Collaboration, Critical Thinking, and Creativity). However, many students still face challenges in applying 4C skills in geography learning. These challenges include a lack of student participation, as seen from their minimal involvement in class discussions, which hinders the development of communication and collaboration skills. This issue is often caused by low self-confidence or insufficient understanding of the material. Additionally, students frequently struggle with critical thinking, particularly in identifying and analyzing complex geographical problems. The method used in this research is descriptive qualitative, with the subjects selected using purposive sampling, resulting in a sample of Class X Phase E 8. Data collection was carried out using assessment rubrics in terms of attitudes, knowledge, and skills to evaluate student activities in creating Mind Maps. The results of this study show that the assessment of Mind Mapping, using the Project-Based Learning model, yielded an overall average score of 81.72, categorized as good, and positively impacted the development of students' 4C skills. Students demonstrated creativity (C6) by creating Mind Maps, which reflect their ability to think critically and creatively, core aspects of Higher Order Thinking Skills (HOTs). Furthermore, they showed improved communication and collaboration abilities in learning, thus achieving the 4C skills.

Why I Paint Thousands of Circles

Why I paint Thousands of Circles explores psychological barriers and multilayered themes that stem from a single horrific event that involved Moran’s father and his brother. The artist collates information, photos and constructs an ar(t)chaeological archive where family photos, product imagery, together with newspaper clips to form units of a historical and psychological mind map. The exposition becomes an auto-ethnographical exploration of mid 90's working class North West London. The repetitive painting process, exposed and documented in the exposition, functions as transformative method, where ambiguous feelings of a violent upbringing are directed towards the creation of a visual system with an inherent logic – “creating some kind of beauty out of ugliness.”

PENGGUNAAN TEKNIK MIND MAPPING DALAM PEMBELAJARAN BAHASA INGGRIS UNTUK MENINGKATKAN KEMAMPUAN MENULIS SISWA KELAS XI

Using the mind map technique to improve English writing skills in class XI Saintek 1 SMA Muhammadiyah 1 Gresik students. This method is a visual approach that allows students to organize and connect their ideas in a hierarchical picture. This research aims to explore the effectiveness of mind mapping techniques in improving students' writing skills. This research method uses classroom action research methods. The research results showed that there was a significant increase in students' writing skills after using the mind map technique. These findings can support the use of techniques as an effective strategy in improving the English writing skills of class XI Saintek 1 SMA Muhammadiyah 1 Gresik students. This research shows that 31% are able to write in English, and there is an increase of 83% in learning English using the mind map technique.

Job roles for digital twinning building construction processes. Introducing the digital twin manager position

Digital Twins (DT) holds the potential to enhance management and monitoring in the construction sector by means of an interconnected information environment. Although DT theoretical frameworks have been proposed and numerous literature reviews conducted, real-world demo cases showing requirements and challenges are yet limited. These existing frameworks lack of grounded verification on real scenarios to identify essential roles and skills for effective knowledge transfer. This paper contributes to bridge these gaps by harvesting the knowledge of twinning a real-world office building. Key takeaways include a general mind map and two complementary workflows for DT generation and operation for building construction processes. The information pipeline from data collection to decision-making is described and required skills and roles are identified along this data journey. An identification of the emerging role of DT Managers is presented, a vital yet underexplored position in current construction literature. The presented practical roadmap paves the way for increasing maturity on DTs and for promoting their industry adoption.

Exploring the Role of Mind Mapping Tools in Scaffolding Narrative Writing in English for Middle-School EFL Students

The purpose of this study was to investigate the effects of scaffolded English writing instruction using mind mapping tools on English narrative writing proficiency among Chinese middle-school EFL students. Specifically, we examined its effects on four subcomponents of narrative writing compositions: lexical complexity, grammatical complexity, accuracy, and fluency. Non-equivalent group pre-test–post-test design was employed in this study. The participants were 55 eighth-grade students in an English class. The data were collected through two writing tests administered before and after a two-month intervention. The results showed that students’ writing demonstrated significant improvements in lexical complexity, grammatical complexity, accuracy, and fluency. These findings suggest that scaffolded writing instruction with mind mapping can effectively enhance multiple dimensions of writing skills in adolescent EFL learners. This study provides insights into the application of using mind mapping to scaffold EFL learners’ narrative writing proficiency.

Quantifying Influence: Propensity Score Matching Unravels the True Effect Sizes of Learning Management Models on Students’ Analytical Thinking

<p style="text-align:justify">Analytical thinking is crucial for developing problem-solving, decision-making, and higher-order thinking skills. Many researchers have consistently developed learning management models to enhance students' analytical thinking, resulting in extensive knowledge but lacking clear systematic summaries. This study aims to: (a) explore the effect sizes and research characteristics influencing students' analytical thinking, and (b) compare the effect sizes of learning management models after adjusting for propensity score matching. In exploring 131 graduate research papers published between 2002 and 2021, the research utilized forms for recording research characteristics and questionnaires for assessing research quality for data collection. Effect sizes were calculated using Glass's method, while data analysis employed random effects, fixed effects, and regression meta-analysis methods. The findings indicate that (a) research on learning management models significantly impacts students' analytical thinking at a high level (d̅ = 1.428). Seven research characteristics, including year of publication, field of research, level, duration per plan, learning management process, measurement and evaluation, and research quality, statistically influence students' analytical thinking, and (b) after propensity score matching, learning through techniques such as KWL, KWL-plus, Six Thinking Hats, 4MAT, and Mind Mapping had the highest influence on students' analytical thinking. Recommendations for developing students' analytical thinking involve creating a learning management process that fosters understanding, systematic practical training, expanding thinking through collaborative exchanges, and assessments using learning materials and tests to stimulate increased analytical thinking.</p>

Fostering Creativity in Order to Develop Mental Model Templates for Planning in National Emergencies

National Emergencies set the need for quick responses and actions from all institutions that are responsible for national security and/or citizens’ health. Course of action development as part of mitigation planning in such situations, is a complex and difficult procedure because of the uncertainty of the future events, the risk associated with decisions for human actions and the time pressure because of the emergency. This means that planning for addressing national emergencies is not a common and simple task. Moreover, because emergencies appear seldom, most of the stakeholders have lack of experience. Thus, they need more time to assimilate the incoming information into their mission planning process and finally to propose the appropriate courses of actions. An antidote to the above difficulties can be the appropriate training in combination with the enhancement of the creativity of the stakeholders. In order to address that, we propose a novel methodology of creating mind map templates, based on creativity techniques, for specific operations that can be applied to national emergencies. Our methodology, called “MEMOS”, was developed according to the relative theoretical frameworks and then tested with a case study, including hypothetical security scenarios in national emergency situations. The proposed templates can be used as inspiration tools or idea tanks in order to guide and speed up the process of course of action development in mitigation planning for similar future security operations.

Effect of nursing care based on goal-oriented mind mapping model on the prognosis of patients with severe brain injury.

The objective of this study was to observe the effect of nursing care based on goal-oriented mind-mapping on the prognosis of patients with severe brain injury. Clinical data of 116 patients with severe brain injury admitted to Qinghe County Central Hospital between March 2021 and August 2023 were retrospectively analyzed. Based on the nursing mode the patients received, they were divided into an Observation group (n = 58, patients received nursing based on the goal-oriented mind mapping mode) and a Control group (n = 58, patients received routine care). Data on length of hospital stay, complications, functional recovery, cerebral oxygen metabolism, and quality of life scores of the 2 groups were collected and analyzed. The length of hospital stay of the Observation group was shorter than that of the Control group (P < .05). The total incidence of complications in the Observation group was lower than that in the Control group (P < .05). After intervention, neurological function, cerebral oxygen metabolism indicators, and quality of life of the 2 groups improved significantly compared with those before the intervention; furthermore, the neurological function and cerebral oxygen metabolism indexes of the Observation group were better than those of the Control group (P < .05). The nursing care based on goal-oriented mind-mapping model for patients with severe brain injury can effectively shorten the length of hospital stay, reduce the occurrence of prognostic complications, and improve the recovery of neurological and limb motor functions, and ultimately achieve the goal of improving the quality of life.