The Role of Mind Mapping in Visual Thinking Dilsora Ashurova

Аннотация

Mind mapping, introduced by Tony Buzan in the 1970s, has evolved from a personal note-taking aid into a versatile research and teaching methodology that supports visual thinking across educational and professional domains. This article analyses the cognitive mechanisms that make mind maps efficient tools for the externalisation, structuring and retrieval of complex knowledge, and it evaluates their empirical impact on learning outcomes, problem-solving performance and creative ideation. Using a mixed-methods design that combined an experimental study with 214 university students, eye-tracking data from a sub-sample of 32 participants, and semi-structured interviews with 18 instructional designers, we demonstrate that mind-mapping practice significantly improves conceptual recall, depth of understanding and originality of solutions when compared with linear note-taking. Eye-movement metrics reveal patterns of holistic scanning that correlate with higher retention scores, while qualitative evidence highlights the perceived advantages of radial layouts for monitoring cognitive load. The findings substantiate claims from dual-coding and cognitive load theories, extend them with visual-behavioural evidence, and propose an instructional framework for integrating mind maps into teaching and knowledge-management processes. Keywords: Mind mapping, visual thinking, cognitive load, dual coding, creativity, knowledge representation, instructional design. mind mapping promotes visual thinking and to what Introduction: Visual thinking is broadly defined as the extent it outperforms linear textual strategies in use of external representations to organise, analyse educational contexts. and communicate ideas. Cognitive psychologists locate its roots in dual-coding theory, which posits two semi- The empirical component was conducted at three independent channels for processing verbal and non- Uzbek universities during the spring semester of 2025. verbal information. When learners translate abstract After ethical approval and informed consent, 214 concepts into spatial metaphors, they lighten the strain second-year students from humanities and computer- on working memory, build richer mental models and science programmes were randomly assigned either to facilitate long-term consolidation. Mind mapping a mind-mapping group (n = 107) or to a linear-notes embodies these principles by arranging key concepts control group (n = 107). Both groups attended identical radially around a central theme, using coloured 90-minute lectures on cybersecurity fundamentals branches, keywords and images to establish delivered by the same instructor. The independent hierarchical and associative links. Although widely variable was the permitted note-taking technique, advocated in popular manuals and corporate training introduced through a 15-minute tutorial. Dependent programmes, systematic investigations into the specific variables comprised immediate recall (ten short- cognitive benefits of mind mapping remain answer questions), delayed recall after one week, fragmented, with methodological inconsistencies and conceptual comprehension measured by a problem- small sample sizes limiting generalisability. This study based essay, and creative task performance evaluated addresses the research gap by triangulating with the Torrance Test of Creative Thinking adapted to quantitative and qualitative evidence to clarify how domain content. American Journal Of Philological Sciences 229 https://theusajournals.com/index.php/ajps American Journal Of Philological Sciences (ISSN – 2771-2273) Eye-tracking data were obtained from a voluntary sub- interpreted through the lens of dual-coding theory: the sample of 32 participants (16 from each group) using a combination of verbal labels and visual cues yields Tobii Pro Fusion device, with fixation counts, saccade redundant yet complementary traces in episodic paths and heat maps recorded during note memory, facilitating retrieval via multiple pathways. construction and revision. Qualitative data stemmed The superior creative-thinking scores align with from semi-structured interviews with 18 instructional spreading-activation models; radial layouts permit designers and lecturers experienced in visual-thinking bidirectional traversal, encouraging novel connections pedagogies. Interview transcripts were coded beyond serial text progressions. thematically with NVivo 14 to identify perceived Eye-tracking evidence provides a behavioural substrate affordances and constraints of mind-mapping for these cognitive advantages. Shorter fixations integration. Statistical tests included independent- coupled with dynamic saccades indicate fluent samples t tests, two-way ANOVA for time × technique navigation without excessive rereading, while heat- interactions, and Pearson correlations between eye- map dispersion mirrors hierarchical mental maps tracking metrics and learning outcomes; significance theorised by schema-construction fr