Use of Mind Maps in Learning and Study Preparation

Learning is very important in today's global era. For it to be successful, a great deal of motivation is required, both internal, which exists within each individual, as well as external, which comes from the environment in which the individual finds themselves. The result of learning is acquired knowledge. As a method of learning with the help of mind maps, learning can be faster and more effective.

Problem

Learning is very important in today's global era. For it to be successful, a great deal of motivation is required, both internal, which exists within each individual, as well as external, which comes from the environment in which the individual finds themselves. For learning to be even easier and more successful, it is necessary to know how to learn, what learning habits are, and proper time organisation is also required.

Results

The result of learning is acquired knowledge. As a method of learning with the help of mind maps, learning can be faster and more effective. With this method, one uses their own imagination and creativity.

Learning becomes more interesting and easier, and above all more enjoyable. Students rarely resort to learning with the help of mind maps, even though they became acquainted with this method of learning already in primary school and even though they are aware of their benefits and advantages. The aim of their diploma thesis was to determine the awareness and usefulness of learning with the help of mind maps.

They wanted to find out primarily how pupils, secondary school students and students learn and prepare for exams, whether they use mind maps in learning at all, when they first became acquainted with them, what the beneficial characteristics of learning with the help of mind maps are, and whether they use computer software for creating mind maps. The survey shows that respondents most frequently learn and prepare for exams with the help of their own notes or other notes, whilst the least number learn by heart, which is also the most difficult and longest method of learning.

With the help of mind maps, only 16 out of 100 respondents learn, which is surprising given the numerous advantages and benefits that mind maps bring, and especially because of easier memorisation. Although research has shown that people find it easier to remember what we see, or images, we do not resort to greater use of mind maps in learning, with which we would save time and learning would be more enjoyable. They found that the majority of pupils became acquainted with mind maps already in primary school, as many as 60 respondents out of 100 questioned.

However, they do not use them for learning. Probably because they feel that they cover too little material and that they will miss the essence. Perhaps it would be better if teachers used mind maps more often themselves during lessons, for presenting certain material, for revision and consolidation of material, so that mind maps would become something everyday for pupils.

Mind maps in learning are used by respondents primarily when making notes, at lectures and tutorials, whilst some use them when reading books and lecture notes. In today's era, mind maps are not used only in schools but also elsewhere in households for recording tasks, and they are also used in companies by managers for various presentations, etc. With such a fast pace of life, mind maps will in the future become something everyday both in schools, workplaces and at home.

Mind maps are used by respondents only occasionally, only 14% of respondents use them regularly, which is surprising given that they have numerous advantages. We believe that the consequence of such low use of mind maps is insufficient emphasis on knowledge of mind maps. Respondents became acquainted with them already in primary school, but they do not use them to discover their advantages, they do not know how to record the essence of material with them, which results in a poor mark, so they prefer to resort to lengthy writing of their own notes, which takes a great deal of time and effort.

Repeated use of mind maps at school and at home would contribute to better knowledge and usefulness of recording mind maps. Beneficial characteristics when learning with mind maps are visual presentation of material, which enables easier memorisation and understanding of text, and with them we also reduce the scope of learning. The survey shows that as a beneficial characteristic when learning with mind maps, visual presentation of material is in first place, which confirms that people find it easiest to remember what we see.

The use of computer software for creating mind maps is very low among their respondents, only 15.80%, given the use of computer technology among young people, this figure is surprisingly low, however we believe that if the use and knowledge of mind maps is low, knowledge of computer software is also low. However, given globalisation in today's era, this will no longer be the case, because the fast pace and the large amount of required knowledge that pupils need will lead to ever greater use of mind maps and use of computer software for creating mind maps.

If we summarise the opinions about the usefulness of mind maps that respondents stated, they are very positive, only a few are negative, mainly among those who do not use them or do not know how to use them at all. There are many positive opinions about mind maps, with them we remember more easily and effectively, they are short and concise, clearer, with them we summarise the essence of material, we remember the material covered more easily and more systematically, and we recall information to memory more quickly, etc. Opinions are varied, for some mind maps are very useful, for others they are not, some do not use them at all.

Each individual knows best what is the best method for them for successful learning that they need to achieve their goals.