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Block-based visual programming tools are widely used in elementary education. Nonetheless, these tools alone may not ensure the spontaneous and efficient acquisition of concepts and skills in computational thinking (CT). Using mind mapping as a form of scaffolding to facilitate the visualization of abstract thinking processes may enhance the effectiveness of programming instruction. This study therefore investigated the effects of mind mapping-based scaffolding that integrates five CT skills on elementary students' CT development. Eighty-six fifth-grade students participated in our pretest-posttest quasi-experimental study. In the experimental group, mind mapping-based scaffolding was used to help students learn programming, while in the comparison group it was not used. The results showed that both groups achieved significant improvements in concept understanding and skill development; however, students instructed using mind mapping-based scaffolding obtained notably superior performance in understanding CT concepts and mastering CT skills. The results also revealed that the students had positive perceptions of mind mapping-based scaffolding, although challenges were also identified. This study enriches the relevant empirical research and offers insights for practitioners on designing effective scaffolding to promote students' CT development. [ABSTRACT FROM AUTHOR]

Background: Sepsis is one of the most challenging and complex clinical states, with persistently high mortality rates. Guidelines recommend the early identification of sepsis patients and immediate initiation of the Hour-1 Bundle treatment to reduce mortality from sepsis. Emergency nurses play a vital role in the early screening of sepsis. Studies indicate that mind mapping and In-Situ Simulation (ISS) training not only aid healthcare professionals in reinforcing theoretical knowledge retention but also enhance skills in coordination, task management, and communication during simulation exercises. This, in turn, promotes the effective implementation of various treatments during resuscitation. The combination of theoretical and practical training methods is more effective than a single training approach. In June 2023, our hospital's emergency department conducted training for emergency nurses on sepsis mind mapping combined with ISS. Objective: To explore the effect of mind mapping combined with ISS training in promoting the emergency nurses' implementation of the Hour-1 Bundle in sepsis patients. Methods: Using mind mapping and ISS training methods, 24 emergency nurses were divided into 6 groups for a 12-week training period. The study compared their pre- and post-training knowledge of sepsis, identification and diagnostic time, Hour-1 Bundle treatment completion rate, and non-technical skill scores. Post-training, the emergency nurses evaluated the effectiveness of the training. Results: The scores for sepsis knowledge among emergency nurses before and after training were 44.17 ± 9.21 and 60.42 ± 5.29, respectively. The identification and diagnostic times (hours) were 0.63 ± 0.18 and 0.49 ± 0.13, respectively. The Hour-1 Bundle treatment completion rates were 58.33% and 85.7%, respectively. There was a significant increase in all non-technical skill scores, with statistical significance (P < 0.05, P < 0.001). After two ISS trainings, the SET-M scores progressively increased, indicating a high satisfaction rate among nurses with the mind mapping and ISS training. Conclusion: The combination of mind mapping and ISS training enables emergency nurses to identify sepsis earlier and promotes the effective implementation of the Hour-1 Bundle treatment in sepsis patients, while also enhancing their cognitive understanding of sepsis and non-technical skills. [ABSTRACT FROM AUTHOR]

To meet the needs of our knowledge-based society, students must have problem-solving, critical thinking, teamwork, learning-to-learn, and communication skills. Transferring knowledge is important to using these skills in non-school environments, communicating effectively, and applying content in new situations and future work. Flipped Learning has the potential to promote Deep Learning (DL). This paper describes a case study involving Flipped learning, to engage students in DL in an Economic intelligence course. We use the lens of Cultural-Historical Activity Theory (CHAT) to understand how the relationship between the human mind (what people think and feel) and activity (what people do) operates in mixing Flipped classrooms with mind-mapping techniques to promote DL. The evaluation of the results shows that students have a deeper understanding of the subject, but it also confirms a strong need for time and generalisation. The new pedagogy has to be introduced earlier in the school and integrated within the curricula to reinforce the students' capacity for transfer and application. Isolated experimentation by teachers of Flipped Classrooms and Mind Mapping is insufficient to transfer knowledge in problem-solving situations. This limitation could negatively impact future entrepreneurs' cognitive skills and task identity. Entrepreneurs as the main drivers of economic development need competencies in information and knowledge searching to reduce environmental uncertainty. They also have to make sense of early warning information to convert it into knowledge supporting the decision-making process. [ABSTRACT FROM AUTHOR]

Copyright of China Medical Education Technology is the property of China Medical Education Technology Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As a translation strategy, mind mapping has a positive influence on the development of students' divergent thinking skills. However, research on how mind mapping affects divergent thinking has primarily relied on traditional testing methods, which mainly focus on completed translation tasks. There is still a lack of research using dynamic and procedural experimental methods. An electroencephalogram (EEG) is one of the most effective tools for identifying and analyzing cognitive processing. In this study, we utilized EEG data to explore the effects of mind mapping on divergent thinking skills, with a primary focus on the dynamics of the alpha band power, which is closely related to divergent thinking. The participants were university students learning foreign languages in Dalian, China. One group received foreign language translation teaching integrated with mind mapping training (experimental group), while the other group received regular foreign language translation teaching (control group). The task-related alpha band power of participants engaged in divergent thinking tasks shows that participants in the experimental group exhibited superior divergent thinking skills, as evidenced by greater elevations in alpha band power within the anterior frontal lobe (M = 0.582, SD = 0.301), frontal lobe (M = 0.312, SD= 0.103), frontocentral lobe (M = 0.183, SD = 0.256), and temporal lobe (M = 0.205, SD = 0.176). In addition, they displayed significantly greater alpha band activity in the right cerebral hemisphere (M = 0.418, SD = 0.271), further highlighting the unique neural patterns linked with divergent thinking. The empirical results indicate that mind mapping training is an effective method for enhancing students' divergent thinking skills. [ABSTRACT FROM AUTHOR]

Abstract Background Sepsis is one of the most challenging and complex clinical states, with persistently high mortality rates. Guidelines recommend the early identification of sepsis patients and immediate initiation of the Hour-1 Bundle treatment to reduce mortality from sepsis. Emergency nurses play a vital role in the early screening of sepsis. Studies indicate that mind mapping and In-Situ Simulation (ISS) training not only aid healthcare professionals in reinforcing theoretical knowledge retention but also enhance skills in coordination, task management, and communication during simulation exercises. This, in turn, promotes the effective implementation of various treatments during resuscitation. The combination of theoretical and practical training methods is more effective than a single training approach. In June 2023, our hospital's emergency department conducted training for emergency nurses on sepsis mind mapping combined with ISS. Objective To explore the effect of mind mapping combined with ISS training in promoting the emergency nurses' implementation of the Hour-1 Bundle in sepsis patients. Methods Using mind mapping and ISS training methods, 24 emergency nurses were divided into 6 groups for a 12-week training period. The study compared their pre- and post-training knowledge of sepsis, identification and diagnostic time, Hour-1 Bundle treatment completion rate, and non-technical skill scores. Post-training, the emergency nurses evaluated the effectiveness of the training. Results The scores for sepsis knowledge among emergency nurses before and after training were 44.17 ± 9.21 and 60.42 ± 5.29, respectively. The identification and diagnostic times (hours) were 0.63 ± 0.18 and 0.49 ± 0.13, respectively. The Hour-1 Bundle treatment completion rates were 58.33% and 85.7%, respectively. There was a significant increase in all non-technical skill scores, with statistical significance (P

General practice teaching clinic is an important training method to develop clinical thinking and improve general practice diagnosis and treatment ability of general practice residents. In this paper, we used a patient with fatigue as the main manifestation as a teaching case to introduce the Murtagh safe diagnostic strategy proposed by John Murtagh, a famous Australian general medicine expert, to inspire the diagnosis and differential diagnosis of fatigue for the general practice residents in the general practice teaching clinic: (1) What are the common diseases that cause fatigue? (2) What are the important diseases that should not be ignored? (3) What are the easily missed diseases of fatigue? (4) Are there underlying easily masked diseases? (5) Is there something the patient is not saying? Combined with the history, physical examination and laboratory findings, a preliminary diagnosis of antineutrophil cytoplasmic antibody-associated vasculitis causing rapidly progressive glomerulonephritis is highly probable. The timely referral got nephropathology which confirms the etiology of the fatigue was antineutrophil cytoplasmic antibody-associated glomerulonephritis, and achieved satisfactory outcome. Based on the Murtagh safe diagnostic strategy, the instructor helped the general practice residents to construct a systematic knowledge framework for the identification and analysis of fatigue, so as to improve their clinical logical thinking ability and the ability to solve practical clinical problems. Using the mind mapping as an auxiliary tool, the diagnosis and differential diagnosis of the Murtagh safe diagnostic strategy were concretized and visualized, so as to optimize the teaching effect.

Abstract This study aims to investigate the effectiveness of mind mapping in the standardized training and education of internal medicine resident physicians in nephrology. Sixty trainees undergoing rotations in the Nephrology Department at Chengdu University Affiliated Hospital between January 2021 and December 2023 were randomly assigned to control and observation groups, each comprising 30 trainees. The observation group received mind mapping teaching, while the control group received traditional teaching methods. The clinical thinking training of the two groups was then compared. The observation group outperformed the control group in all aspects of the Mini-CEX assessment, including medical interviews, humanistic care, clinical judgment, communication skills, overall performance, and total score, with statistical significance (P 0.05). Furthermore, the observation group achieved higher scores than the control group in the final theory exam, skill exam results, and satisfaction, with statistically significant differences (P

Abstract Objective This study aimed to explore the effectiveness of combining fetal heart sequential cross-sectional scanning with drawing methods, mind mapping, and case-based learning (CBL) for training in fetal conotruncal anomalies (CA) screening. Method An experimental control method was employed. Doctors participating in continuing fetal ultrasound education were randomly divided into two groups. Both groups received theoretical instruction on fetal heart embryology, development, and abnormal arterial trunk development. Group A received traditional teaching methods for both theory and skills, with the skills course focusing on routine fetal heart scanning. Group B received a mixed teaching approach incorporating pathological mind mapping, CBL teaching, and drawing methods for both theory and skills courses. Group B’s skills training focused on the sequential cross-sectional scanning method. The effectiveness of the training was evaluated by analyzing the classroom learning results and conducting a questionnaire survey of both groups. Result Group B participants achieved significantly higher scores on both theoretical and skills assessments compared to Group A. The diagnostic accuracy of different diseases in group B was significantly higher than that in group A, except for AVSD and APW. The post-class questionnaire revealed that participants in Group B expressed greater satisfaction with the combined teaching approach. They perceived a significant improvement in their independent learning abilities, diagnostic skills for related diseases, clinical skills, and overall competence compared to the traditional teaching group. The post-training correlation analysis did not identify any association between working years and theoretical or technical performance after training. Conclusion This study demonstrates that combining fetal heart sequential cross-sectional scanning with a variety of teaching methods, including drawing methods, mind mapping, and CBL, can enhance understanding of fetal trunk structure scanning and foster the development of clinical reasoning skills, ultimately leading to improved diagnostic accuracy in the identification and differential diagnosis of conotruncal anomalies.

This study aims to improve career planning through group guidance using the mind mapping technique. The research employs a quantitative method with a pre-experimental one-group pretest-posttest design. The study was conducted at Panti Daarul Hasanah Karawang with a sample size of 10 people. The research instrument was a career planning questionnaire using a Likert scale. The intervention was given in 4 sessions. Data were analyzed using the Wilcoxon test and n-gain test to assess effectiveness. Data analysis was performed using the Wilcoxon test and n-gain through SPSS version 25. The results showed that the career planning of the foster children before the intervention was in the very low and low categories. After the intervention, their career planning increased to the medium, high, and very high categories. The Wilcoxon test analysis showed a significance value of 0.005 < 0.05, indicating that the group guidance intervention using mind mapping was effective in improving the career planning of foster children. Furthermore, the n-gain test used to measure the effectiveness of the treatment showed an n-gain value of 98.5%, meaning that this group guidance was highly effective in enhancing the foster children's career planning

Objective: This study aimed to explore the effectiveness of combining fetal heart sequential cross-sectional scanning with drawing methods, mind mapping, and case-based learning (CBL) for training in fetal conotruncal anomalies (CA) screening. Method: An experimental control method was employed. Doctors participating in continuing fetal ultrasound education were randomly divided into two groups. Both groups received theoretical instruction on fetal heart embryology, development, and abnormal arterial trunk development. Group A received traditional teaching methods for both theory and skills, with the skills course focusing on routine fetal heart scanning. Group B received a mixed teaching approach incorporating pathological mind mapping, CBL teaching, and drawing methods for both theory and skills courses. Group B's skills training focused on the sequential cross-sectional scanning method. The effectiveness of the training was evaluated by analyzing the classroom learning results and conducting a questionnaire survey of both groups. Result: Group B participants achieved significantly higher scores on both theoretical and skills assessments compared to Group A. The diagnostic accuracy of different diseases in group B was significantly higher than that in group A, except for AVSD and APW. The post-class questionnaire revealed that participants in Group B expressed greater satisfaction with the combined teaching approach. They perceived a significant improvement in their independent learning abilities, diagnostic skills for related diseases, clinical skills, and overall competence compared to the traditional teaching group. The post-training correlation analysis did not identify any association between working years and theoretical or technical performance after training. Conclusion: This study demonstrates that combining fetal heart sequential cross-sectional scanning with a variety of teaching methods, including drawing methods, mind mapping, and CBL, can enhance understanding of fetal trunk structure scanning and foster the development of clinical reasoning skills, ultimately leading to improved diagnostic accuracy in the identification and differential diagnosis of conotruncal anomalies. [ABSTRACT FROM AUTHOR]

Computational thinking is regarded as an essential skill for students in the 21st century, and programming is one of the means to cultivate it. This study introduces mind mapping into graphical programming to visualize the cognitive process of computational thinking, aiming to enhance students' computational thinking skills. After a semester of teaching experiments, independent-sample t -tests and paired-sample t -tests were conducted on the data, revealing significant improvements in both computational thinking skills and self-efficacy among the students in the experimental group. Further analysis of the data showed significant enhancements in their algorithmic thinking and modeling, as well as pattern recognition and evaluation sub-skills, while abstraction and decomposition sub-skills did not show significant improvement. Additionally, the experimental group demonstrated significant improvements to varying degrees in five dimensions of computational thinking self-efficacy: creativity, algorithmic thinking, collaboration skills, critical thinking, and problem-solving abilities. [ABSTRACT FROM AUTHOR]

Fostering students' critical thinking and creative thinking is an important aim in education. For example, art courses not only focus on artwork creation, but also on theoretical knowledge for identifying artworks. In the conventional lecture-based instruction mode for theoretical knowledge delivery, students' learning outcomes could be affected owing to the lack of student-teacher interactions, and hence researchers have started to employ interactive learning technologies, such as robots, to cope with this problem. However, without proper guidance and support, students' learning outcomes in such an interactive learning mode could be limited. To improve students' learning effectiveness, this study proposed a mind mapping-assisted robot (MM-R) approach for an art course. A quasi-experimental design was adopted to explore the effects of the proposed learning approach on students' performance in art appreciation, digital painting creation, creative thinking tendency, and critical thinking awareness. A total of 48 students from two classes in a university in central Taiwan were recruited to participate in this study. One class was the experimental group (n = 25) adopting the MM-R approach, while the other class was the control group (n = 23) adopting the conventional robot (C-R) approach. The results indicated that the integration of the MM-R approach improved students' learning achievement, performance in digital painting creation, creative thinking tendency, and critical thinking awareness. [ABSTRACT FROM AUTHOR]

Information Architecture (IA) organises digital content ranging from web interfaces to ATM screens and car dashboards. Beyond structure, it encompasses the labelling and organisation of information within each interface. Presented through mind maps, IA is essential in both academic and professional environments. In complex products such as social networks, multiple IA patterns are employed simultaneously. This research introduces IA to Applied Communication Sciences, highlighting its significance for enhancing user experience in social networks. The study identifies standard patterns and new types of mental maps for digital creation. [ABSTRACT FROM AUTHOR]

Probing influence by perioperative nursing mediated by 3D printing and mind mapping in gynecological tumor laparoscopy. 90 subjects divided into three groups: A (n=30), B (n=30) and C (n=30). Each group was given a different type of nursing intervention postoperative recovery (postoperative anal gas exhausting time, eating time, hospital stay, leaving bed-time, and drainage tube extraction time) were compared among the three groups. Hamilton Anxiety Scale (HAMA)/Hamilton Depression Scale (HAMD), strategies Used by People to Promote Health (SUPPH), Generic quality-of-life Inventory (GQOLI-74) scores and complication rates were compared among the three groups. The postoperative recovery of group A and B was better than group C, and group A was better than group B (P<0.05). Post-intervening, HAMA/HAMD scorings within groups A/B reduced compared with group C, with group A＞group B (P<0.05). The complication rate of group A and B was lower than that of group C (P<0.05). Perioperative nursing mediated by 3D printing and mind mapping works well. [ABSTRACT FROM AUTHOR]

Background: Medical curriculum is vast and retaining information is a challenge. Mind mapping is a tool that can facilitate retention of information by actively involving the learner in the learning process. Aims and Objectives: Current study was conducted to assess the effectiveness of mind mapping as a tool for knowledge retention and revision; and to explore the perceptions of students regarding its utility. Materials and Methods: A concurrent mixed-methods study was conducted in the Microbiology department involving 73 phase-II medical students. Students were divided into two groups by stratified random sampling ensuring equal distribution of slow, moderate, and fast learners. Group-A consisting of 36 students was trained on the usage of mind maps. After a didactic lecture, group-A used mind mapping whereas group-B, consisting of 37 students, used conventional reading for learning and revision. Mean scores of the two groups in MCQ-based test at 1 week and 1 month was compared and statistical significance assessed using independent-sample t-test. Perception of mind mapping among the students was assessed using a questionnaire and Focus Group Discussions and presented in the form of themes. Results: Our study showed significant difference in MCQ scores at 1 week (p < 0.01) showing that mind mapping is a useful tool for knowledge retention. Most of the students perceived mind mapping as a useful tool and opined that it facilitated knowledge retention, saved time during revision, and improved comprehension. Conclusions: Mind mapping aids in retention of knowledge and can be a useful supplementary tool facilitating the students to effectively assimilate the vast medical curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Kembara: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya is the property of Universitas Muhammadiyah Malang and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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. [ABSTRACT FROM AUTHOR]

ABSTRACT Background: Atrial fibrillation (AF) patients undergoing radiofrequency ablation require diligent postoperative care for optimal outcomes. This study investigated the impact of combining mind mapping with behavior rating scales on medical compliance behavior in this population. Methods: A total of 108 AF patients post‐radiofrequency ablation were randomly assigned to a control group (n = 54) or an intervention group (n = 54). Both groups received standard education, while the intervention group additionally received education using mind mapping and behavior rating scales. Compliance was assessed using a medical compliance behavior scale at baseline, discharge, and 1‐ to 3‐month follow‐ups. Results: The intervention group demonstrated significantly higher medication compliance rates at discharge (86.9% vs. 65.9%, p = 0.027), 1 month (73.9% vs. 46.8%, p = 0.011), and 3 months (60.9% vs. 36.2%, p = 0.023) compared to the control group. They also scored higher in medical compliance behavior across all dimensions and had improved quality of life scores at 3 months post‐discharge. Conclusions: Integrating mind mapping with behavior rating scales into post‐radiofrequency ablation care significantly enhances medication compliance, medical compliance behavior, and quality of life among AF patients.

Purpose – This study investigates the effectiveness of the SAVI (Somatic, Auditory, Visual, and Intellectual) learning model combined with mind mapping media in enhancing elementary students' interest in science learning. The research addresses common challenges in science education, including limited teaching model variations and students' perceptions of science as a difficult subject. Method – A quasi-experimental design with a quantitative approach was employed. Data was collected through questionnaires and documentation from fourth-grade students at MI Miftahul Huda. Findings – The implementation of the SAVI-mind mapping integration yielded significant positive results. Student responses to the learning model showed 83% positive engagement (strong category) and 43% for negative statements (moderately strong category). Learning interest questionnaires revealed 79% positive responses (strong category) and 55% for negative statements (moderately strong category). Statistical analysis demonstrated a significant influence of the SAVI-mind mapping model on science learning interest, with a sig. value (2-tailed) of 0.000 < 0.05, leading to the acceptance of Ha and rejection of H0. Research Implications – This study provides empirical evidence for the effectiveness of combining kinesthetic, auditory, visual, and intellectual approaches in elementary science education. The findings offer educators a validated teaching model that can be easily implemented in elementary science classrooms. The study provides specific guidelines for integrating SAVI principles with mind mapping techniques, making it invaluable for teachers. This study provides a validated and ready-to-use learning model. They can confidently apply this approach because it is supported by strong empirical evidence. Furthermore, the flexibility of this method allows teachers to make adjustments according to the context and needs of their classrooms.

Objective To explore the effect of application of mind mapping combined with the teaching method of problem-based learning (PBL) in undergraduate teaching of clinical dermatology and venereology. Methods This study included a total of 96 undergraduate students who majored in clinical medicine at Qingdao University, and were interns in the dermatology department of the Affiliated Hospital of Qingdao University. The participants were randomly divided into the experimental group (48 cases, using mind mapping combined with the teaching method of PBL) and the control group (48 cases, using traditional PBL teaching method). After the course, the comprehensive evaluation of teaching effect was carried out through written examination and questionnaire survey. Results The written test scores of experimental group were higher than those of the control group (t=3.10, P

Salah satu strategi efektif untuk mengukur literasi matematika siswa adalah pendekatan mind mapping terhadap pendidikan. Tujuan dari penelitian ini adalah untuk mendiskripsikan modelpada bahan bangunan datar dalam meningkatkan literasi matematika siswa. Metode pendekatan yang digunakan adalah kualitatif deskriptif, penelitian ini mensurvei 21 siswa kelas VI SMP Penda Tawangmangu, dengan tiga sampel dipilih untuk mencerminkan kinerja tinggi, sedang, dan buruk. Strategi yang digunakan wawancara dan soal tes. Prosedur analisis data berupa pengumpulan data, reduksi data, penyajian data dan kesimpulan. Tiga indikator dipenuhi oleh sebanyak empat mahasiswa pada kategori kemampuan literasi matematika tinggi, tiga belas oleh mahasiswa pada kategori kemampuan literasi matematika sedang, meskipun tingkat kelengkapan dan ketepatannya lebih rendah, dan empat oleh mahasiswa pada kategori kemampuan literasi matematika rendah.

Given the importance of learning collocations, this study investigated the effectiveness of three types of mind maps, namely, bubble, double-bubble and multi-flow maps, on the comprehension and production of collocations. The participants were 120 upper-intermediate level male learners of English at Qalam institute in Tehran, who ranged from 15 to 18 years of age. This study used convenience sampling based on availability. A pretest was used to ensure the participants’ unfamiliarity with the selected items. The participants belonged to four classes, each class being assigned to one treatment condition (one control and three experimental groups). All the groups had 12 treatment sessions, and in each session, eight collocations were introduced to the participants. After the treatment, two posttests of comprehension and production were given to all the participants, and the collected data were analyzed using two one-way analysis of variance (ANOVA) procedures. In both comprehension and production tests, the bubble and double-bubble map groups performed significantly better than the control group. Although there was a meaningful difference between the multi-flow map and the control group in the comprehension of collocations, there was no meaningful difference in the production of collocations. These results can have important implications for language teachers, curriculum designers, and educational policy makers.

Objective To explore the effect of case-based leaning (CBL) combined with mind mapping in anesthesia practice teaching using high-fidelity human patient simulation. Methods Totally 20 undergraduate interns of anesthesiology in grade 2018 were randomly divided into control group and observation group, with 10 students in each group. The control group adopted CBL combined with high-fidelity human patient simulation teaching mode, while the observation group adopted CBL combined with mind map in high-fidelity human patient simulation teaching mode. After the teaching, the teaching effects of the two groups were compared by examination, reaction time of complications and questionnaire. Results The theoretical basic scores and case analysis scores in the observation group were higher than those in the control group (92. 14±2. 81 vs. 89. 89±1. 32) and (92. 03 ± 2. 75 vs. 89. 23 ± 1. 42), with statistically significant differences (P

This study investigates the application of the mind-mapping learning model to enhance children's writing skills. Conducted over two weeks during the 2022/2023 academic year at a school in Medan, North Sumatra, the research employed a quantitative experimental design. The study population included 106 children aged 3-8 years, with samples systematically selected from two classes. Data collection involved observation sheets to assess student engagement and activity levels. Statistical tests ensured data validity and reliability, with normality tests (Kolmogorov- Smirnov and Shapiro-Wilk) revealing normal and non-normal distributions and homogeneity tests confirming data uniformity. The t-test results indicated a significant positive impact of mind mapping on writing skills (Sig. = 0.000; t = 24.810). These findings suggest that mind mapping in early education can significantly enhance writing abilities, improving academic performance and cognitive development. The implications are substantial for educational practice, advocating for integrating mind mapping into teaching methods and supporting teacher training programs. Despite limitations such as a small sample size and potential sampling bias, this study provides a foundation for further research. Future studies should involve larger samples to validate these results and explore additional applications of mind mapping in educational settings, aiming to refine and enhance teaching strategies for early childhood education. Additionally, educational policymakers should consider integrating innovative teaching strategies like mind mapping to improve academic outcomes. [ABSTRACT FROM AUTHOR]

Objective Based on constructivist theory, this study aims to combine case-based learning ( CBL) with mind mapping to develop a "Clinical Case Mind Map Library based on System Organs" containing complete medical history clues and detailed diagnostic and treatment processes. Methods The present situation of CBL teaching in Kunming Medical University and the demand for constructing clinical case mind map database were investigated by questionnaire. A mind map library with typical medical records as the core was constructed by using the action research method and X-mind tool software. The students' learning effect was tested by the comparative study of equal groups. Results The survey shows that both teachers and students have an urgent need to build a clinical case mind map library; action research demonstrates that the development and application of a case-based mind map library can effectively stimulate students' interest in learning and improve their ability for independent study; comparison studies show that the average scores of the experimental group students are significantly higher than those of the control group (P < 0.05), the proportion of failing students in the experimental group has decreased (P < 0.05), and the proportion of passing (P < 0.05) and excellent students has increased, achieving good teaching results. Conclusion The development and application of a clinical case mind map library based on systemic organs can effectively solve the problem of insufficient case resources in CBL courses; the combination of reducing text and empowering logic can help improve the depth and efficiency of CBL course learning, and is worth promoting. [ABSTRACT FROM AUTHOR]

This study intends to give an impulse to scientists and support to practitioners in order to address both problems of a recovery of the accommodation business under changing conditions and an engagement of the hospitality guests in the interaction with nature. A multimethodological intervention has given a deeper insight into the relationship between both fields: theory and hospitality practice. Based on the study result, the model of the inventive process is proposed to facilitate a flexible finding of a solution to an accommodation business recovery under changing conditions. A series of practical cases are presented to confirm this possibility and show the hotel owners and managers how suggested approach could be used in hospitality practice. [ABSTRACT FROM AUTHOR]

Given the importance of learning collocations, this study investigated the effectiveness of three types of mind maps, namely, bubble, double-bubble and multi-flow maps, on the comprehension and production of collocations. The participants were 120 upper-intermediate level male learners of English at Qalam institute in Tehran, who ranged from 15 to 18 years of age. This study used convenience sampling based on availability. A pretest was used to ensure the participants' unfamiliarity with the selected items. The participants belonged to four classes, each class being assigned to one treatment condition (one control and three experimental groups). All the groups had 12 treatment sessions, and in each session, eight collocations were introduced to the participants. After the treatment, two posttests of comprehension and production were given to all the participants, and the collected data were analyzed using two one-way analysis of variance (ANOVA) procedures. In both comprehension and production tests, the bubble and double-bubble map groups performed significantly better than the control group. Although there was a meaningful difference between the multi-flow map and the control group in the comprehension of collocations, there was no meaningful difference in the production of collocations. These results can have important implications for language teachers, curriculum designers, and educational policy makers. [ABSTRACT FROM AUTHOR]

This study thoroughly scrutinizes the utilization and influence of mind mapping (MM), as a teaching tool in science education, particularly focusing on its application for students with special educational needs (SEN). We investigated how employing MM techniques impacted students' learning abilities through mixed methods, using quasi-experimental design and semi-structured interviews. The findings revealed that the comparison scores before (pretest) and after (posttest) the intervention using Popplet as a MM tool showed improvements for both control and experimental student groups. Additionally, by utilizing thematic analysis to explore students' experiences using MM, two main themes emerged: (1) adaptive learning strategies and (2) between individual and collaborative learning Feedback from students highlighted how MM can enhance memory and presentation skills, although issues related to design features and accessibility may challenges students with SEN. This paper is the first research exploring how mind mapping is accessible for Indonesian inclusive higher education, particularly for students with visual impairments. Physical guidance and verbal instruction were effectively used to explain the mind mapping concept and the spatial representation and relationship for students with visual impairments. This study emphasizes the significance of utilizing tools that cater to diverse learning styles and requirements to promote inclusivity in educational practices. [ABSTRACT FROM AUTHOR]

Computational thinking is regarded as an essential skill for students in the 21st century, and programming is one of the means to cultivate it. This study introduces mind mapping into graphical programming to visualize the cognitive process of computational thinking, aiming to enhance students’ computational thinking skills. After a semester of teaching experiments, independent-sample t-tests and paired-sample t-tests were conducted on the data, revealing significant improvements in both computational thinking skills and self-efficacy among the students in the experimental group. Further analysis of the data showed significant enhancements in their algorithmic thinking and modeling, as well as pattern recognition and evaluation sub-skills, while abstraction and decomposition sub-skills did not show significant improvement. Additionally, the experimental group demonstrated significant improvements to varying degrees in five dimensions of computational thinking self-efficacy: creativity, algorithmic thinking, collaboration skills, critical thinking, and problem-solving abilities.

The problem in this study is that learning is dominated by the lecture method by teachers. The purpose of this research is to analyze the use of the mind mapping model in improving the learning outcomes of Islamic Religious Education in grade V students of SD Pesantren Al-Falah Wuluhan Jember. The use of the mind mapping model is very effective to come up with ideas and notes that students make to form a pattern of thinking with the topic and sub-topic of discussion and its branches. The mind mapping model prepares, first to determine learning objectives, second to compile learning tools using the mind mapping learning model, third to prepare cartons and color tools to make mind mapping, and fourth to make evaluation tools. After that, learning is by what you want to achieve or RPP. The research used is Class Action Research where the implementation of research is carried out in 2 cycles of Action treatment. Each cycle is carried out in the presence of planning and execution. The object of study was 22 students consisting of 10 men and 12 women. The results of the study stated that the treatment cycle began with a procyclical which obtained an average of 42.27 from 22 students. This condition was continued on Action Cycles 1 and 2 with an average gain of 64.55 and 85.77, respectively. From the three cyclical actions, the completeness of learning outcomes in cycle 1 was 36.36%, and in cycle 2 it was 77.27%. From the results of the study, it can be concluded that the use of the mind mapping model can improve student learning outcomes in Islamic Religious Education subjects with the subject matter Lesson 2 Knowing Allah and His Book.

Arabic language learning innovations are developing with various learning media, such as mindmapping. The use of mindmapping-based media can provide learning experiences for students. This research aimed to test the effectiveness of Mind Mapping concept in narrative writing skills for ethnic groups in Indonesia. A mixed research design was used with a quantitative approach to test the effectiveness of learning writing skills using Mind Mapping and a qualitative approach to identify student creativity in developing narrative paragraphs. 35 students who studied writing skills at UIN Imam Bonjol Padang in the Arabic Language Education study program were involved. The results showed that; 1) The effectiveness of Mind Mapping in narrative writing showed an increase in the average learning outcomes for writing skills to 77.91 which showed positive significance; 2) Creativity in writing narratives about Indonesian ethnic groups was identified including the distribution of the meaning of ethnic groups, characteristics of ethnic groups and examples of traditional culture, characterized by varied writing structures with the choice of various grammatical structures such as the arrangement of verbal phrases, adjectives, prepositions, adverbial attributes and nominal phrases. This article confirmed that the use of Mind Mapping for learning writing skills can develop paragraph ideas for writing skills in higher education.

This research was motivated by the low level of students’ understanding of PAI learning material on prophet stories at SD Muhammadiyah 02 Noyontaan. Therefore, this research aims to apply the Mind Mapping learning method and the TPACK integrated PBL approach to optimize students’ understanding in PAI subject material on Prophet’s Stories. The type of research used in this research is classroom action research which consists of three cycles. The target of this research was class III students at SD Muhammadiyah 02 Noyontaan. Based on the research results, the average in the pre-cycle was 74 with a classical completeness percentage of 73.9%, the average student learning outcome in cycle I was 77 with a classical completion percentage of 76.6%, the average student learning outcome in cycle II was 81 with a classical completeness percentage of 85.6% and an average learning outcome for cycle III students of 90 with a classical completeness percentage of 95%. From these data it can be concluded that the Mind Mapping learning method and the TPACK integrated PBL approach are proven to be able to improve learning outcomes for Class III Prophet’s Story material at SD Muhammadiyah 02 Noyontaan.

Abstract This preliminary study examines the efficacy of the Mind Walker Reading Programme in improving word knowledge and, consequently, improving reading comprehension skills for three upper-grade elementary students in a remote setting. The programme is based on the understanding by design (UbD) Model developed by Wiggins and McTighe (The understanding by design guide to creating high-quality units, ASCD, Alexandria, 2011; The understanding by design guide to advanced concepts in creating and reviewing units. ASCD, Alexandra, 2012), emphasizing defined reading comprehension outcomes and appropriate indicators for assessment. To assess the Programme’s impact and the retention of acquired skills, pre- and post-tests were administered, with a delayed post-test conducted over an 11-week period. Analysis of the test results, collected from the city government’s test pool, reveals a significant improvement in reading comprehension accuracy among participants using the UbD Mind Walker reading tool. This study highlights the effectiveness of the UbD Mind Walker programme in enhancing English language proficiency and supporting sustainable learning for elementary school students, particularly in remote areas with limited educational resources.

Information literacy is an ability that accommodates 21st-century skills. The aim of this research is to determine students' literacy skills in essays prepared with the help of mind mapping. This type of research is descriptive quantitative with the population namely students for the 2020/2021 academic year who have contracted the Criticism and Essay courses. This research analyzes student essays with assessment indicators containing aspects of information literacy based on the Association of College and Research Libraries (ACRL) with adjustments. The results showed that 41.17% were not yet competent, 47.05% were quite competent, and 11.78% were competent. Based on the research results, show that students' literacy skills expressed in essay form are still low. This was concluded because students were less proficient in developing a thesis, unable to modify information in their own words, and did not have written sources to support the statement. Apart from that, abilities at the phonological, morphological, and syntactic levels still need strengthening. Mind maps in essay writing can be combined with learning media to improve information literacy skills that can be described in essays.

As a translation strategy, mind mapping has a positive influence on the development of students’ divergent thinking skills. However, research on how mind mapping affects divergent thinking has primarily relied on traditional testing methods, which mainly focus on completed translation tasks. There is still a lack of research using dynamic and procedural experimental methods. An electroencephalogram (EEG) is one of the most effective tools for identifying and analyzing cognitive processing. In this study, we utilized EEG data to explore the effects of mind mapping on divergent thinking skills, with a primary focus on the dynamics of the alpha band power, which is closely related to divergent thinking. The participants were university students learning foreign languages in Dalian, China. One group received foreign language translation teaching integrated with mind mapping training (experimental group), while the other group received regular foreign language translation teaching (control group). The task-related alpha band power of participants engaged in divergent thinking tasks shows that participants in the experimental group exhibited superior divergent thinking skills, as evidenced by greater elevations in alpha band power within the anterior frontal lobe (M = 0.582, SD = 0.301), frontal lobe (M = 0.312, SD= 0.103), frontocentral lobe (M = 0.183, SD = 0.256), and temporal lobe (M = 0.205, SD = 0.176). In addition, they displayed significantly greater alpha band activity in the right cerebral hemisphere (M = 0.418, SD = 0.271), further highlighting the unique neural patterns linked with divergent thinking. The empirical results indicate that mind mapping training is an effective method for enhancing students’ divergent thinking skills.

A number of Mobile-Assisted-Language-Learning (MALL) apps have been developed to enlarge students' vocabulary. However, few studies have discussed the potential to learn words deeply and productively. Therefore, this study evaluated the effectiveness of a mind mapping MALL app as an aid to assist northern Taiwan EFL participants in learning vocabulary. The research questions aimed to examine changes in vocabulary learning outcomes, and the perspectives the participants held regarding the app. Data were collected through tests (pretest, posttest and delayed posttest), visualized vocabulary knowledge mind mappings, and surveys. The posttest results showed the use of the mind mapping MALL app enhanced EFL vocabulary learning (t = 3.68, p<.05; Cohen's d = 0.81, r = 0.38). In addition, based on the questionnaire responses, experimental participants agreed that not only did the MALL app provide them with a feasible way to move from receptive ways of learning to productive ways of learning, but it also bolstered word consciousness and word retention. Analytical ANCOVA results also verified that learners benefited more from the mind mapping app with respect to learning performance in their delayed posttest (t = 3.45, p<.05; Cohen's d = 0.77, r = 0.36). The findings may be construed as an effective method towards learning foreign words and further exploring the potential of vocabulary learning and MALL. [ABSTRACT FROM AUTHOR]

This preliminary study examines the efficacy of the Mind Walker Reading Programme in improving word knowledge and, consequently, improving reading comprehension skills for three upper-grade elementary students in a remote setting. The programme is based on the understanding by design (UbD) Model developed by Wiggins and McTighe (The understanding by design guide to creating high-quality units, ASCD, Alexandria, 2011; The understanding by design guide to advanced concepts in creating and reviewing units. ASCD, Alexandra, 2012), emphasizing defined reading comprehension outcomes and appropriate indicators for assessment. To assess the Programme's impact and the retention of acquired skills, pre- and post-tests were administered, with a delayed post-test conducted over an 11-week period. Analysis of the test results, collected from the city government's test pool, reveals a significant improvement in reading comprehension accuracy among participants using the UbD Mind Walker reading tool. This study highlights the effectiveness of the UbD Mind Walker programme in enhancing English language proficiency and supporting sustainable learning for elementary school students, particularly in remote areas with limited educational resources. [ABSTRACT FROM AUTHOR]

As student creativity is increasingly emphasized in English as a Foreign Language education, it is necessary to consider instructional techniques to encourage it. This study examines the effectiveness of two instructional techniques on creative writing performance of English as a Foreign Language students in a South Korean university. These techniques are variations of brainstorming known as mind mapping and SCAMPER. Survey data from the participants (n = 39) were analysed to determine which technique resulted in higher levels of perceived creative output (essays). Additionally, a creativity rubric was developed and used to assign analytic scores to the essays to examine the relative benefits of the two techniques for high and low creative ability students. Results show that SCAMPER produced statistically significantly higher levels of perceived creative output. The essays written using SCAMPER generally received higher creativity scores than those written using mind mapping, though this difference was not statistically significant. Finally, results suggest that both techniques may help to narrow the performance gap between high and low creative ability students. [ABSTRACT FROM AUTHOR]

The objective of this study was to investigate the effect of a video version of a mind mapping health education strategy for patients undergoing radical prostatectomy. We included patients from two surgical wards (referred to as wards 1 and 2). Routine perioperative health education was conducted in surgical ward 1. In surgical ward 2, routine perioperative health education was conducted in 2019, and a new health education strategy was implemented in 2020. A pre-post difference-in-differences design was employed to compare changes in readiness for hospital discharge and the quality of discharge teaching between the target and control groups. A total of 253 subjects were included in this study. Following implementation of the new strategy, the total score of readiness for hospital discharge increased from 155.02 to 167.37 (p = 0.007). The total score of the quality of discharge teaching increased from 145.97 to 156.03 (p < 0.001). In addition, favorable changes were observed for all metrics of readiness for hospital discharge in the target group. The implementation of the new strategy was also associated with an increased total score (18.25; 95% confidence interval (CI): 9.56–26.94; p < 0.001) and delivery (14.85; 95% CI: 8.94–20.76; p < 0.001) of the quality of discharge teaching. Thus, the implementation of our strategy can significantly improve readiness for hospital discharge and the quality of discharge teaching for patients undergoing radical prostatectomy.

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.