1. Integrate the Digital Mindmapping into
Teaching and Learning Psychology
Nong Khanh Bang, Pham Anh Tuan & Tran Nu Mai Thy
VVOB Vietnam

2.  Introduction & Literature Review
– Characteristics of Psychology
– Concept Mapping and Mindmapping
– ICT movement in Vietnam
– Research questions
 Methods
 Findings
– Mindmapping and student learning achievement
– Student perception on Mindmapping
 Discussion and conclusion
 References

3.  Psychology
– “scientific study of mind and behaviours” (Statt, 1998, p.110)
 Teaching psychology in Teacher Training Institutes in
Vietnam
– Theories on cognitive development
– Application in material development, teaching methods and
teaching practice

4. PRESSURE
theoretical abstract
difficult to understand

5. Collaborative learning
Problem-solving
Critical thinking
Transformative learning

6. Tony Buzan Mind map

8. Added value of Digital Mindmapping from Teachers

9.  ICT movement in Vietnam
– Master Plan on ICT in education for 2001-2005
– 2008: Year of ICT
– Reasonably implement ICT in different subjects

10.  VVOB
– ICT intergration in Teacher Institutes in Vietnam
– Result areas:
• Raise awareness
• Capacity building (basic skills, ICT4ATL, ICT4SS)
• Learning material
• Learning development

11. Research questions
 Does the use of digital mind mapping make more
significant difference on students’ academic
achievement in learning Psychology?
 Does the use of mind mapping positively change
student’s attitudes toward the Psychology classes
conducted?

12. Methods
Groups Pre-test Activities Post-test
Experimental group 01 Teaching and learning 04
(E) with support of computer-
based mind mapping
Control group 1 (E1) 02 Teaching and learning 05
conventionally without
support of mindmapping
Control group 2 (E2) 03 Teaching and learning 06
with support of paper-
based mindmapping

13.  Process
 A complete mindmap

14. Findings- Research question 1
Instruments Experimental Control Group 1 Control Group 2
Group (E1) (E2)
(E)
Mean SD Mean SD Mean SD
Pre-test 6,4 1,1 6,2 1,4 6,1 1,4
Post-test 7,9 0,9 6,9 1,0 7,5 0,97

15. Mean comparison
8
7.5
7
6.5
6
1
Control group E1 Control group E2 Experimental group E

16. Findings- Research question 2
 Mindmapping helps
– brainstorm and categorize ideas
– understand the concepts
– and work with peers
 Digital mindmapping helps
– categorize, group ideas more easily
 Students in experimental group use mindmaps in
the other subjects
 Students in experimental group show difficulties
in adopting digital mindmap functions at the
starting stage

17. Conclusion and discussion
 Digital mindmapping
– Fosters learn how to learn
– Supports formative assessment
– Original board of knowledge can be later used
– More convenient
– Demonstrates the connections between concepts/ideas

18. subject
age
Digital
mindmapping
readiness
ICT infrastructure
pedagogy
learning style
learning activity

19. Way forward…
DIGITAL MINDMAPPING
& SUSTAINABILITY

20. Thank you
Emails for contact:
khanhbang08@yahoo.com
phamtuan74@yahoo.com
thytranvietnam@gmail.com