The effects of mind maps on self-directed learning ability and motivated strategies for learning

Objectives This study examined the effect of the learning strategy utilizing mind maps on self-directed learning ability and learning strategies. Methods The study participants were 118 third-year nursing students, and mind map learning was applied for 7 weeks from April 8 to June 14, 2024. To measure the intervention effects, pre-and post-tests were conducted using self-directed learning ability and learning strategies tools, and the collected data were analyzed using paired t-test with SPSS 26.0 program. Results The participants showed a significant increase in ‘self-directed learning ability’(t=2.72, p=.008),and ‘learning strategies’(t=5.22, p<.001). Statistically significant improvements were found in ‘learning process management’(t=3.10, p=.002), ‘self-concept’(t=2.77, p=.007) among the sub-domains of self-directed learning ability. Among the sub-domains of motivated strategies for learning, there was a statistically significant improvement in ‘cognitive strategies’(t=3.65, p<.001), and ‘metacognitive strategies’(t=2.99, p=.003). Conclusions The learning strategy utilizing mind maps had a significant effect on ‘self-directed learning ability’ and ‘learning strategies’. Therefore, it is expected that educational programs using mind maps will be expanded and operated to enhance the learning capabilities of nursing students.