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1. AN EXPERIMENTAL STUDY ON THE EFFECTIVENESS OF MIND-MAPPING
BIJU K C
Department of Media Studies, Christ University, Bangalore
REVATHI MENON
Coauthor
The research paper aims at trying to find out if mind-mapping as a method is useful in
teaching any subject matter to students. Mind mapping is the method of using graphical
representations to convey concepts using branching method to break down the subject. This
makes it is easier for the receiver to understand the concept. Mind mapping is a developing
strategy being used by institutions and organizations to make it easier for them to convey concepts
and meanings.
Introduction
Most colleges and schools find it hard to teach
the students the intended material for subjects in
an easier manner and therefore resort to
PowerPoint presentations and other activities
within the classroom. The use of graphical
representations through branching makes it easier
for the students to recollect information and
thus has been widely used among different age
groups.
The human brain is a form that has the ability
to think in toolbars and menu lists, it thinks
naturally, like the working of the human body's
circulatory and nervous system, or like the veins
in a leaf perform their function. This kind of
functioning is what mind-map reflects. (pg
5, Buzan, 2010)
The idea of linear note-taking, note-making
and list-making have been used extensively and
Tony Buzan is of the opinion that it usually effects
the creativity and thinking of a person, because it
locks the brain behind prison bars'. It tends to
constrain their thoughts. Worse come to worse, the
person ends up where they left off which is a stage
with no lateral, creative or rational thinking.
Audiences should slowly become familiar
with the ideas of illustrative representation. These
conventions influence the experience of the
illustrations, and in this way, influence what is
represented. (pg 29, Young, 2004)
Mind-mapping is a tool that has become
extremely popularized in all fields, business and
education likewise. The main idea behind using or
creating a mind-map to understand any required
subject matter in a much simpler manner.
However, the effectiveness of it is still a question
that remains unanswered.
It is extremely powerful because creating a
mind-map requires the whole brain to go into a
level of synergetic thinking, a process which
shows the explosive nature of the mind zapping
across the brain to find new connections during
the process of thinking.
Buzan is of the opinion that the technique
used is extremely well applicable to our thoughts
and learning. The mind-map is a tool that can be
used, not just being hand-drawn, but also can be
computer generated.
A mind-map always has its inception in the
mind of a person. A concept that the mind needs
more help with understanding is put down in
paper to take it to the next level. The subject is
prepared in the mind first, and as the person
explores to find more information on the subject of
interest, a mind-map gets created as a practical
form. A mind-map starts with an image at the
centre. It could be roughly representing the idea,
thought, subject of whatever the issue or concept
is, that a person is focusing on. The subject then
gets crystallized as the central image. From this,
one creates further branches attached to it and the
ones which flow out in curves is what one is
focusing on. It is not required to create a mind-

2. map this way. The level of creativity in creating a
mind-map can differ. However, these branches
hold the key concepts that relate to the main
subject. It is usually labelled with keywords or
images. The first level branches are called the
Basic Ordering Ideas (BOIs). From this, the
second-level branches emanate. And further to
this, the third level branches also are made. The
shape and form of the mind-map is what makes it
very effective. These branches that are used are the
basics to creating an effective mind-map. This
makes mind-map an effective note-taking tool.
For mind-maps, one can also make use of
colours. This is mainly for the topics that are
extensive and require the creation of a larger
sized mind map. This will make the appearance of
the mind-map to be more attractive and at the
same time, it will be a powerful way for a person
viewing it to memorize it easily.
Research Question
The purpose of this research is to find out if
mind-maps are an effective tool for
communication of concepts.
Review of Literature
The concept of mind or consciousness is
implicit in any discussion of human cognitive
mapping, probably because of the representational
complexity of the spatial maps themselves .
(Pg 523, Vol 30, No: 4). The journal Cognitive
Mapping and the Origin of Language and
Mind authored by Ron Wallace helped to
throw light into the existence and psychological
effects of mind-mapping from the early historic
times. The journal however, lacked the
understanding of mind-mapping through stages.
Although well explained examples were present
for the better understanding of the reader; there is
still a lack of information regarding the
contribution by major mind-mapping artists or
theoreticians.
Wallace, R. (n.d.). Cognitive mapping and origin
of language and mind. 30(4), 518-526.
The Back of the Napkin, a book by Dan Roam,
focuses on using graphical methods and
categorization to help understand the need for it
as well. The positive contribution of this book is
that it provides the readers with situational
questions with options in order to help them
understand the method of mind-mapping being
more effective. It also has given an insight of the
behavioural aspect of using mind-mapping.
Roam, D. (2008). Back of the napkin. Penguin
Group.
The driving force behind your creativity is
your imagination. Creativity involves going on
imaginative journeys, taking yourself and your
colleagues into original and previously
unexplored realms. These new associations give
rise to the new realizations that the world calls
creative breakthroughs . Mind-maps mimic the
creative processes of your brain to boost
ideas generation in leaps and bounds . The book
Mind Maps for Business Revolutionise your business
thinking and practice is a take on the different
aspects of how to create a mind-map and how to
use it for presentation of different concepts. This
was useful in understanding the basis on which
the different areas of mind-mapping approach can
be done. However, the book does not focus
on different styles of applying mind-maps in the
field of teaching which the study focuses on. It
focused more on the presentation and application
of mind-maps in business. It could have
been made more effective if there were
representations that helped to give an idea for
better understanding of mind-maps for a layman.
Buzan, T. (2010). Mind Maps for Business
Revolutionise your business thinking and practice (1st
ed.). Great Britain: BBC Active.
Theoretical Framework
The study uses a comparative communication
research application where a comparison of the
views of the participants of the discussion will
help the researcher to understand the effects
of mind-mapping in the field of teaching.

3. Methodology
Qualitative and Quantitative Method
The study used both Qualitative and
Quantitative method. A total of three different
methods were used to understand the effect of
mind-mapping. An expert interview was
conducted to understand the effectiveness in using
mind-maps to teach subjects in schools and
colleges.
The expert who was interviewed was from the
field of Chemistry associating herself with the use
of mind-maps as a classroom tool. The expert
interview was conducted in Christ University
premises. This was to provide a basic foundation
for the study and to have a basic understanding of
how mind-maps actually work in a classroom
space.
The second method involved required
observations to be made on projecting a mind-
map to random audiences and noting down their
reactions to the mind-map displayed before them.
This was also conducted in the premises of Christ
University where more than 50 students appeared
at the location where the mind-map was displayed
and a detailed observation was made for 6 to
seven continuous hours. This method was used so
as to analyze the responses of individuals who
come across such a visual medium. This helped in
understanding the effectiveness of mind-maps.
The final method used was an experimental
class method that was used on two different
classes. The students selected were from PU
Evening class, students of HECA and CAMS. The
class strength of each class was 50. The students
were divided equally into half and separated. 25
students from HECA were mixed with 25 students
of CAMS The former class using mind-mapping
method and the latter class using Vocal lecture
classes. The former being the Control group and
the latter being the Treatment group. This helped
in understanding the practicability of a mind-
map as a tool in teaching. A group of 50 students
from both the classes took part in the experiment
conducted. After the classes were taken, the
students were tested on the basis of an online test.
A comparative analysis was done on the same, to
figure out whether the method of mind-mapping
helped them understand the concept better or
not. This method was adopted as the practicability
of a mind-map can be easily applied by using such
a method and this will be useful in order
to understand the effectiveness of mind -maps.
Analysis
The study required the use of two methods
and the analysis was done considering the three
following parameters: positive impact, visual
appeal and response.
Observation
This method involved a single observation for
a time of 6-7 hours to collect information based on
the reaction of people towards the appearance of
mind-map displayed on a particular topic. The
mind-map showed the division of the Media
Department in Christ University and focused on
using colours to differentiate each division.
During the observation, there were many
instances where people were being attracted by
the visual appearance of the mind-map. Many
times, a group of people arriving at the counter
where the mind-map was displayed moved closer
to the Mind map and used gestures and hand
movements to direct the branches of the Mind
map for their own personal convenience. Two
people were there to explain the mind-map, but
some among the crowd preferred to read it
themselves. If they had further doubts or required
further information while viewing, they asked the
people who were in charge to give information,
and even then the audience preferred to pin point
to the particular area of the mind-map, indicative
of the area that they wanted to be further
explained. A few of them also preferred to listen to
the person explaining the mind-map while taking
glances at the mind-map in between.
Expert Interview
The interview conducted with an expert in the
field of Chemistry who uses mind-maps in

4. classroom teaching, has helped in understanding
the effects of mind-maps being a tool to
communicate concepts. A subject like Science is
very conceptual and therefore using mind-maps to
explain it is extremely useful. Conceptual mind-
mapping is extremely useful in integrated
teaching. For example, a subject like
Thermodynamics, includes philosophy,
astronomy and other subjects; therefore it requires
collaborating concepts from all the fields to bring
out a proper understanding. For the same reason,
conceptual mind-mapping is the best resort.
Although it is not possible to measure the
positive impact it has on students as it is more
textual and the answers from students are marked
based on keyword assessment, it is not possible
for the students to be graded or come to a
conclusion as to whether it is useful for them. In
spite of that, there are some cases where students
do find revisions on subjects to be useful. If
revision is done using mind-mapping, it gives
them a concise idea of what they need to cover.
It is required that there should be a mix of
both forms of teaching. At least 25% of mind-
mapping can help, if not the complete set; as it
could lead to constraining the student s minds to
limits. Subjects like Biology also use mind-
mapping to explain various difficult concepts.
There are times when the whole of a text based
subject had to be explained using mind-maps.
However, this is not possible as not all students
could think in lines of connecting lines and
remembering concepts without viewing the
explanation. So the response is not always
measurable.
Mind mapping therefore should be done
based on the field of study. It could be Science or
Commerce, but the use of it should not strain the
individuals mind and it should be used only to
explain concepts in order to avoid confusing the
minds of the students.
Experimental Class
The class conducted for the study had
two classes conducted based on the former class
being the Control Group, on whom the mind-map
as a tool was experimented. The latter class was
taught using vocal lectures. The topic chosen was
Communication Space. This topic seemed
applicable as it involved diagrams, facts and
figures, definitions and names of personalities
which would make it easier for testing the
students. Since there were terminologies involved,
it was used as concepts to apply mind-mapping
method into the topic. The areas of the topic that
were covered were definitions, names of
inventors, facts and figures of communication
space, terms and concepts were discussed.
Both the classes were tested on visual appeal
and response. The students of both batches had an
online test equally two days after their class
sessions were conducted. Both the batches were
divided in the manner of a mixing that was done
so as to avoid any form of variability that could
occur in the academic area.
Findings and Conclusions
The observation helped in finding out that
people tend to view mind-maps to be very
attractive visually. The outcome of the observation
showed a positive result of placing mind-maps
and mind-maps being a very powerful visual tool
as well. However, it was found that when more
information is needed regarding any concept or
term, the students need to refer to another person
who has the information or other books for the
same. The viewers of a mind-map are able to
capture the essence of the message and relate it to
other areas that help them to understand the
concept better. Followed by this, some also
preferred to move closer to the mind-map which
helped them to use their hands to point out the
areas that they were trying to understand. The
branches in the mind-map helped them to give a
direction to what they were trying to understand.
Based on the interview that was conducted,
the researcher found that the students do prefer
using the mind-mapping tool to learn the topics.
However, not many areas can be explored for the
use of mind-mapping as a tool as it tends to
stagnate the minds of those who are exposed to
it.

5. On evaluating the results after the test, it was
found that there was an increase in the average of
the students of the first session compared to the
second session. The students of the first session
achieved an average of 19.77 whereas the students
from the second session had an average
of 17.77. Also, the students from the first session,
on an average answered 6 questions out of the
10, correctly, whereas the students of the second
session only answered 3 out of the 10 asked
correctly. Two questions had the same score from
both the sessions. This could imply that at this
stage, both the sessions have come to a level of
common understanding by students. The
questions at these two levels were both theory and
numerical, which proved effective through both
the discourses.
Figure 1 shows the final graph that explains the achievements
of the students on an average basis of each question.
Therefore the students from the Mind
mapping session scored better, thus proving that
mind-mapping is more effective in conveying
concepts in a much simpler manner.
Day 1 AV=19.7
Day 2 AV=17.7
Limitations
There were some limitations faced regarding
the experimental class that was conducted. The
number of students while at the time of the test
was only 32 from the first session and 43 from the
second session although the class strength was 50
in both the classes that were selected. This meant
that during the time of the class being taken, some
students were not present. It could also mean that,
at the time of the test, some students did not
appear for the test.
In spite of this, a fact to be noticed is that,
the students in the Control group (who were
exposed to the mind-mapping session) being less
in number, their performance was better than
the Treatment Group (who were exposed to the
vocal lecture session).
However, there are chances for further scope
in this research by conducting a survey in order to
analyze the effectiveness of mind-maps in other
fields as well.
References
Buzan,T.(2010). Mind maps for business:
Revolutionise your business thinking and practice
(1st ed.). Great Britain: BBC Active.
Young, J. O. (2004). Art and knowledge. Taylor &
Francis Group
Wallace, R. (n.d.). Cognitive mapping and origin
of language and mind. 30(4), 518-526.
Deacon, W. T. (1997). What makes human brain
different?.26, 337-357
Delahanty, T.A. (2007). Mapping the
aesthetic mind:John Dennis and Nicholas Boil
eau. 68(2), 233-253
Sheirdan , M. D., Ridolfo, J., & Michel, J. A. (2005).
The available means of persuasion: Mapping a
theory and pedagogy of multimodal public
rhetoric. 25(4),803-844
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Analysis
Day 1
Day 2