Using Collaborative Mind Mapping in a Flipped Learning Setting: Effects on Achievement, Motivation, and Self-Efficacy

• In Event: Paper Session: Designing and Responding to Messages in Learning Technologies

Abstract

The purpose of this study was to investigate effects of collaborative mind mapping and flipped learning approach on students’ learning achievement, motivation and self-efficacy. A total of 100 undergraduate students were randomly assigned into an experimental group and a control group in a 2 x 2 factorial design, with the first factor being a between-subjects factor (flipped learning vs. conventional lecturing) and the second factor being a within-subjects factor (individual vs. collaborative mind mapping). The results revealed the flipped learning setting and collaborative mind mapping could respectively improve students’ learning achievements and motivation Also, the flipped learning setting significantly improved self-efficacy when students used individual mind mappings, and collaborative mind mapping significantly improved self-efficacy for students in the control group.

Authors

• Xudong Zheng, East China Normal University

• Chunhong Zhou

• Youqun Ren, East China Normal University