I-Hsin Sun
National Taipei University of Education Graduate School of Curriculum and Instructional Communication Technology Student
E-mail：mickey@mindmapping.com.tw
Meng-Ping Tsuei
National Taipei University of Education Graduate School of Curriculum and Instructional Communication Technology Professor
E-mail：mptsuei@mail.ntue.edu.tw
Abstract
AI-based mind mapping software is becoming increasingly popular, and the integration of AI with mind mapping in educational applications is gradually emerging. This study aims to investigate the effectiveness of generative AI mind mapping on elementary school students’ learning outcomes. Using a case study approach, the research involved 11 mixed-age students from grade three and above, who participated in four hours of instructional activities using generative AI mind mapping software. Data were analyzed using paired sample t-tests. The findings of the study revealed that mind maps created independently by students significantly outperformed those revised from AI-generated mind maps, particularly in the dimensions of logical structure and verbal expression, where notable differences were observed. However, no significant differences were found in the dimensions of information characteristics, color symbolism, and image usage. Students appreciate AI-generated mind maps but believe that they do not comply with the established principles of mind mapping and express distrust toward the content produced.
Keywords：Mind Mapping、Generative AI.