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.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
References marked with an asterisk indicate studies included in the meta-analysis
Abi-El-Mona, I., & Adb-El-Khalick, F. (2008). The influence of mind mapping on eighth graders’ science achievement. School Science and Mathematics, 108(7), 298–312. https://doi.org/10.1111/j.1949-8594.2008.tb17843.x
Adodo, S. O. (2013). Effect of mind-mapping as a self-regulated learning strategy on students’ achievement in basic science and technology. Mediterranean Journal of Social Sciences, 4(6), 163–172. https://doi.org/10.5901/mjss.2013.v4n6p163
Al Hakim, S., Sensuse, D. I., & Budi, I. (2020). Conceptual model smart knowledge mapping with process and activity combination quadrant: Finalization and implementation. The Journal of High Technology Management Research, 31(2), 100393. https://doi.org/10.1016/j.hitech.2020.100393
*Al-Zyoud, A. A., Al Jamal, D., & Baniabdelrahman, A. (2017). Mind mapping and students’ writing performance. Arab World English Journal, 8(4), 280–291. https://doi.org/10.24093/awej/vol8no4.19
*Ayal, C. S., Kusuma, Y. S., Sabandar, J., & Dahlan, J. A. (2016). The enhancement of mathematical reasoning ability of junior high school students by applying mind mapping strategy. Journal of Education and Practice, 7(25), 50–58.
*Aydin, G. (2013). The effects of technology-supported mind and concept mapping on students’ construction of science concepts the effect of mind mapping in science education. Anthropologist, 20(1–2), 166–176.
*Bahadori, A., & Gorjian, B. (2016). The role of mind mapping software in developing EFL learner’s vocabulary at the pre-intermediate level. Journal of Applied Linguistics and Language Learning, 2(1), 8–16. https://doi.org/10.5923/j.jalll.20160201.02
*Balim, A. G. (2013). The effect of mind-mapping applications on upper primary students’ success and inquiry-learning skills in science and environment education. International Research in Geographical and Environmental Education, 22(4), 337–352. https://doi.org/10.1080/10382046.2013.826543
Balta, N., Michinov, N., Balyimez, S., & Ayaz, M. F. (2017). A meta-analysis of the effect of peer instruction on learning gain: Identification of informational and cultural moderators. International Journal of Educational Research, 86, 66–77. https://doi.org/10.1016/j.ijer.2017.08.009
Batdi, V. (2015). A meta-analysis study of mind mapping techniques and traditional learning methods. The Anthropologist, 20(1–2), 62–68. https://doi.org/10.1080/09720073.2015.11891724
*Bawaneh, A. K. (2019). The effectiveness of using mind mapping on tenth grade students’ immediate achievement and retention of electric energy concepts. Journal of Turkish Science Education, 16(1), 123–138. https://doi.org/10.12973/tused.10270a
Biktimirov, E. N., & Nilson, L. B. (2006). Show them the money: Using mind mapping in the introductory finance course. Journal of Financial Education, 32, 72–86. https://doi.org/10.2307/41948535
Blessing, O. O., & Olufunke, B. T. (2015). Comparative effect of mastery learning and mind mapping approaches in improving secondary school students’ learning outcomes in physics. Science Journal of Education, 3(4), 78–84. https://doi.org/10.11648/j.sjedu.20150304.12
Buzan, T., & Buzan, B. (1993). The mind map book: How to use radiant thinking to maximise your brain’s untapped potential. Plume.
*Chang, J. H., Chiu, P. S., & Huang, Y. M. (2018). A sharing mind map-oriented approach to enhance collaborative mobile learning with digital archiving systems. International Review of Research in Open and Distributed Learning, 19(1), 1–24. https://doi.org/10.19173/irrodl.v19i1.3168
Cochrane Collaboration. (2014). Review manager (Version 5.3) [Computer software]. Retrieved from https://community.cochrane.org/help/tools-andsoftware/revman-5/revman-5-download
Crimmins, M. T., & Midkiff, B. (2017). High structure active learning pedagogy for the teaching of organic chemistry: Assessing the impact on academic outcomes. Journal of Chemical Education, 94(4), 429–438. https://doi.org/10.1021/acs.jchemed.6b00663
*D’Antoni, A. V., Zipp, G. P., Olson, V. G., & Cahill, T. F. (2010). Does the mind map learning strategy facilitate information retrieval and critical thinking in medical students? BMC Medical Education, 10(1), 61–71. https://doi.org/10.1186/1472-6920-10-61
Davies, M. (2011). Concept mapping, mind mapping and argument mapping: What are the differences and do they matter? Higher Education, 62(3), 279–301. https://doi.org/10.1007/s10734-010-9387-6
Day, J. C., & Bellezza, F. S. (1983). The relation between visual imagery mediators and recall. Memory & Cognition, 11(3), 251–257. https://doi.org/10.3758/BF03196971
Dhindsa, H. S., Makarimi-Kasim, & Anderson, O. R. (2011). Constructivist-visual mind map teaching approach and the quality of students’ cognitive structures. Journal of Science Education and Technology, 20(2), 186–200. https://doi.org/10.1007/s10956-010-9245-4
Eppler, M. J. (2006). A comparison between concept maps, mind maps, conceptual diagrams, and visual metaphors as complementary tools for knowledge construction and sharing. Information Visualization, 5(3), 202–210. https://doi.org/10.1057/palgrave.ivs.9500131
Farrand, P., Hussain, F., & Hennessy, E. (2002). The efficacy of the ‘mind map’ study technique. Medical Education, 36(5), 426–431. https://doi.org/10.1046/j.1365-2923.2002.01205.x
*Fesel, S. S., Segers, E., de Leeuw, L., & Verhoeven, L. (2016). Strategy training and mind-mapping facilitates children’s hypertext comprehension. Written Language & Literacy, 19(2), 131–156. https://doi.org/10.1075/wll.19.2.01fes
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
*Fu, Q.-K., Lin, C.-J., Hwang, G.-J., & Zhang, L. (2019). Impacts of a mind mapping-based contextual gaming approach on EFL students’ writing performance, learning perceptions and generative uses in an English course. Computers & Education, 137, 59–77. https://doi.org/10.1016/j.compedu.2019.04.005
*Gagic, Z. Z., Skuban, S. J., Radulovic, B. N., Stojanovic, M. M., & Gajic, O. (2019). The implementation of mind maps in teaching physics: Educational efficiency and students’ involvement. Journal of Baltic Science Education, 18(1), 117–131. https://doi.org/10.33225/jbse/19.18.117
Galvis, A. H., McIntyre, C., & Hsi, S. (2006). Framework for the design and delivery of effective global blended learning experiences. Report prepared for the World Bank group, human resources leadership and organizational effectiveness unit. Unpublished manuscript.
Garzón, J., Kinshuk, Baldiris, S., Gutiérrez, J., & Pavón, J. (2020). How do pedagogical approaches affect the impact of augmented reality on education? A meta-analysis and research synthesis. Educational Research Review, 31(4), 100334. https://doi.org/10.1016/j.edurev.2020.100334
Gilies, R. M., Ashman, A. F., & Terwel, J. (2008). The teacher’s role in implementing cooperative learning in the classroom. Springer.
Glass, G. V. (1976). Primary, secondary, and meta-analysis of research. Educational Researcher, 5(10), 3–8. https://doi.org/10.3102/0013189X005010003
*Guo, Y., Xie, J. P., Luo, H. Y., Li, X., Yang, J. Y., Xuan, Q., & Yu, J. Y. (2017). Using mind maps to improve medical student performance in a pharmacology course at Kunming medical university. Journal of the College of Physicians and Surgeons-Pakistan, 27(7), 404–408.
*Hallen, D., & Sangeetha, N. (2015). Effectiveness of mind mapping in English teaching among VIII standard students. Journal on English Language Teaching, 5(1), 45–50. https://doi.org/10.26634/jelt.5.1.3135
Hedges, L. V., & Olkin, I. (1985). Statistical methods for meta-analysis. Academic Press.
Hew, K. F., & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Medical Education, 18(1), 38–49. https://doi.org/10.1186/s12909-018-1144-z
Higgins, J. P., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. British Medical Journal, 327(7414), 557–560. https://doi.org/10.1136/bmj.327.7414.557
Hoeve, M., Stams, G. J., van der Put, C. E., Dubas, J. S., van der Laan, P., & Gerris, J. R. M. (2012). A meta-analysis of attachment to parents and delinquency. Journal of Abnormal Child Psychology, 40(5), 771–785. https://doi.org/10.1007/s10802-011-9608-1
Hughes, Y., & Lyons, N. (2017). Does the flipped classroom improve exam performance in medical education? A systematic review. MedEdPublish, 6(2), 100–112. https://doi.org/10.15694/mep.2017.000100
*Kalyanasundaram, M., Abraham, S. B., Ramachandran, D., Jayaseelan, V., Bazroy, J., Singh, Z., & Purty, A. J. (2017). Effectiveness of mind mapping technique in information retrieval among medical college students in Puducherry-A pilot study. Indian Journal of Community Medicine: Official Publication of Indian Association of Preventive & Social Medicine, 42(1), 19–23. https://doi.org/10.4103/0970-0218.199793
Khatimah, K., & Rachman, D. (2018). Mind mapping vs semantic mapping: Which technique gives EFL learners more benefits in reading comprehension? Journal of English Educators Society, 3(2), 165–176. https://doi.org/10.21070/jees.v3i2.1498
Kusmaningrum, M. (2016). Using mind-mapping to improve reading comprehension and writing achievements of the 4th semester students of STAIN Curup. The Journal of English Literacy Education: the Teaching and Learning of English as a Foreign Language, 3(2), 187–201. https://doi.org/10.36706/jele.v3i2.3623
Li, Y., Chai, Y., & Yan, H. (2018). The effect of mind mapping on student academic performance: A meta-analysis of 10 years’ international mind mapping practice. Distance Education in China, 1, 16–28. https://doi.org/10.13541/j.cnki.chinade.2018.01.002
Liu, Y., Guo, Q. Z., Guo, Z. M., & Yu, W. B. (2014). The effect of mind mapping on teaching and learning: A meta-analysis. Standard Journal of Education and Essay, 2(1), 17–31.
Liu, Y. Z., Tong, Y. X., & Yang, Y. Q. (2018). The application of mind mapping into college computer programming teaching. Procedia Computer Science, 129, 66–70. https://doi.org/10.1016/j.procs.2018.03.047
*Luo, J. (2019). Teaching mode of thinking development learning based on mind mapping in the course of health fitness education. International Journal of Emerging Technologies in Learning, 14(8), 192–205. https://doi.org/10.3991/ijet.v14i07.10110
MacLeod, J., Yang, H. H., & Shi, Y. H. (2019). Student-to-student connectedness in higher education: A systematic literature review. Journal of Computing in Higher Education, 31(2), 426–448. https://doi.org/10.1007/s12528-019-09214-1
Malekzadeh, B., & Bayat, A. (2015). The effect of mind mapping strategy on comprehending implicit information in EFL reading texts. International Journal of Educational Investigations, 2(3), 81–90.
*Masnaini, Copriady, J., & Osman, K. (2018). Cooperative integrated reading and composition (CIRC) with mind mapping strategy and its effects on chemistry achievement and motivation. Asia-Pacific Forum on Science Learning & Teaching, 19(1), 1–18.
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1–47. https://doi.org/10.1080/10888438.2011.624566
*Meivi Sesanelvira, A. D. I., Mulyono, S., & Sukihananto. (2019). Improving food safety behavior through mind map methods in school-age children. Comprehensive Child and Adolescent Nursing, 42(sup1), 97–107. https://doi.org/10.1080/24694193.2019.1578301
Michaelowa, K. (2010). Primary education quality in francophone Sub-Saharan Africa: Determinants of learning achievement and efficiency considerations. World Development, 29(10), 1699–1716. https://doi.org/10.1016/S0305-750X(01)00061-4
*Mohaidat, M. M. T. (2018). The impact of electronic mind maps on students’ reading comprehension. English Language Teaching, 11(4), 32–42. https://doi.org/10.5539/elt.v11n4p32
Munawaroh. (2017). The influence of teaching methods and learning environment to the student’s learning achievement of craft and entrepreneurship subjects at vocational high school. International Journal of Environmental & Science Education, 12(4), 665–678.
Noonan, M. (2013). Mind maps: Enhancing midwifery education. Nurse Education Today, 33(8), 847–852. https://doi.org/10.1016/j.nedt.2012.02.003
Peplow, M. (2017). Social Sciences suffer from severe publication bias. Retrieved from https://www.nature.com/news/social-sciences-sufferfrom-severe-publication-bias-1.15787. https://doi.org/10.1038/nature.2014.15787.
Polat, Ö., & Aydn, E. (2020). The effect of mind mapping on young children’s critical thinking skills. Thinking Skills and Creativity, 38, 100743. https://doi.org/10.1016/j.tsc.2020.100743
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
*Rezapour-Nasrabad, R. (2019). Mind map learning technique: An educational interactive approach. International Journal of Pharmaceutical Research, 11(1), 1593–1597.
Roschelle, J., & Teasley, S. D. (1995). The construction of shared knowledge in collaborative problem solving. Computer Supported Collaborative Learning, 128(1), 69–97. https://doi.org/10.1007/978-3-642-85098-1_5
Rosenthal, R. (1979). Mind map learning technique: An educational interactive approach. Psychological Bulletin, 86(3), 638–641. https://doi.org/10.1037/0033-2909.86.3.638
Rosenthal, R. (1991). Meta-analytic procedures for social research (Vol. 86). SAGE Publications.
Ryan, M. D., & Reid, S. A. (2016). Impact of the flipped classroom on student performance and retention: A parallel controlled study in general chemistry. Journal of Chemical Education, 93(1), 13–23. https://doi.org/10.1021/acs.jchemed.5b00717
*Sabbah, S. (2015). The effect of college students’ self-generated computerized mind mapping on their reading achievement. International Journal of Education and Development Using ICT, 11(3), 4–36.
Shi, Y. H., Ma, Y. Q., MacLeod, J., & Yang, H. H. (2020a). College students’ cognitive learning outcomes in flipped classroom instruction: A meta-analysis of the empirical literature. Journal of Computers in Education, 7(1), 79–103. https://doi.org/10.1007/s40692-019-00142-8
Shi, Y. H., Yang, H. Y., MacLeod, J., Zhang, J., & Yang, H. H. (2020b). College students’ cognitive learning outcomes in technology-enabled active learning environments: A meta-analysis of the empirical literature. Journal of Educational Computing Research, 58(4), 791–817. https://doi.org/10.1177/0735633119881477
Somers, M. J., Passerini, K., Parhankangas, A., & Casal, J. (2014). Using mind maps to study how business school students and faculty organize and apply general business knowledge. The International Journal of Management Education, 12(1), 1–13. https://doi.org/10.1016/j.ijme.2013.11.001
Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314. https://doi.org/10.1016/j.edurev.2020.100314
Sugiarto, I. (2004). Power optimizing brain work with holistic thinking and creative. Gramedia Pustaka General.
Tee, T. K., Azman, M. N. A., Mohamed, S., Muhammad, M., Mohamad, M. M., Yunos, JMd., Yee, M. H., & Othman, W. (2014). Buzan mind mapping: An efficient technique for note-taking. International Journal of Social, Human Science and Engineering, 8(1), 28–31. https://doi.org/10.5281/zenodo.1336202
Tsinakos, A. A., & Thanasis, B. (2009). A comparative survey on mind mapping tools. Turkish Online Journal of Distance Education, 10(3), 55–67. https://doi.org/10.17718/tojde.26941
Vo, H. M., Zhu, C., & Diep, N. A. (2017). The effect of blended learning on student performance at course-level in higher education: A meta-analysis. Studies in Educational Evaluation, 53, 17–28. https://doi.org/10.1016/j.stueduc.2017.01.002
Zampetakis, L. A., Tsironis, L., & Moustakis, V. (2007). Creativity development in engineering education: The case of mind mapping. Journal of Management Development, 26(4), 370–380. https://doi.org/10.1108/02621710710740110
*Zhang, Y. (2018). A contrastive study on the application of mind maps in argumentative writing instruction for EFL learners. English Language Teaching, 11(12), 93–100. https://doi.org/10.5539/elt.v11n12p93
Zubaidah, S., Fuad, N. M., Mahanal, S., & Suarsini, E. (2017). Improving creative thinking skills of students through differentiated science inquiry integrated with mind map. Journal of Turkish Science Education, 14(4), 77–91.
Funding
This work was supported by the National Natural Science Foundation of China (grant #61907019).
Author information
Authors and Affiliations
Contributions
Shi had the idea for the article and drafted the work, Yang and Dou performed the literature search and data analysis, and Zeng revised the work.
Corresponding author
Ethics declarations
Conflict of interest
The authors declare that they have no conflict interest.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Shi, Y., Yang, H., Dou, Y. et al. Effects of mind mapping-based instruction on student cognitive learning outcomes: a meta-analysis. Asia Pacific Educ. Rev. 24, 303–317 (2023). https://doi.org/10.1007/s12564-022-09746-9
Received:
Revised:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12564-022-09746-9