• Pranav Nandurkar

Do you know: Mind Mapping - Most engaging form of learning?

What is Mind Mapping?

A mind map is a graphical way to represent ideas and concepts. It is a visual thinking tool that helps to structure information, helping you to better analyze, comprehend, synthesize, recall and generate new ideas. The term "mind map" was first popularized by British popular psychology author and television personality Tony Buzan. These pictorial methods record knowledge and model systems and have a long history of learning, brainstorming, memory, visual thinking, and problem-solving by educators, engineers, psychologists, and others. Mind maps are similar in structure to concept maps, developed by learning experts in the 1970s, but differ in that mind maps are simplified by focusing around a single central key concept. Mind mapping avoids dull, linear thinking, jogging your creativity and making notetaking fun again.

Benefits of using Mind Maps -

-It Ignites Your Creativity -It Makes Complex Issues Easier to understand -It has been suggested that mind- mapping can improve learning/study efficiency up to 15% over conventional note-taking -It’s a More Engaging Form of Learning -It Helps to improve Memorization and Retention -It Enables Meaningful Learning

Some research regarding this method -

Cunningham (2005) conducted a user study in which 80% of the students thought "mind-mapping helped them understand concepts and ideas in science". Other studies also report some subjective positive effects on the use of mind maps. Positive opinions on their effectiveness, however, were much more prominent among students of art and design than in students of computer and information technology, with 62.5% vs 34% (respectively) agreeing that they were able to understand concepts better with mind mapping software. Farrand, Hussain, and Hennessy (2002) found that spider diagrams (similar to concept maps) had limited, but significant, impact on memory recall in undergraduate students (a 10% increase over baseline for a 600-word text only) as compared to preferred study methods (a 6% increase over baseline). This improvement was only robust after a week for those in the diagram group and there was a significant decrease in motivation compared to the subjects' preferred methods of note-taking. A meta-study. about concept mapping concluded that concept mapping is more effective than "reading text passages, attending lectures, and participating in class discussions". The same study also concluded that concept mapping is slightly more effective "than other constructive activities such as writing summaries and outlines". However, results were inconsistent, with the authors noting "significant heterogeneity was found in most subsets". Besides, they concluded that low-ability students may benefit more from mind mapping than high-ability students. There have been some attempts to create mind maps automatically. Brucks & Schommer created mind maps automatically from full-text streams. Rothenberger et al. extracted the main story of a text and presented it as a mind map. And there is a patent about automatically creating sub-topics in mind map sample.