The augmented mind map in puzzle: Expectations of future teachers

Abstract

This article addresses the expectations of future teachers regarding the benefits of the augmented mind map in puzzle technique in the teaching-learning processes of students. The study sample comprised 388 students from the bachelor’s degree programs in early childhood and primary education, as well as the Master in Inclusive Education at the University of Cordoba, Spain. The data were collected using a 5-point Likert scale questionnaire created ad hoc and composed of twelve items that were distributed in three dimensions: development of personal skills, development of interpersonal skills, and development of learning-focused skills. The data were subjected to descriptive analysis, comparative means, correlations, and the study of linear regressions. The results show that future teachers view the possibilities of this technique positively for developing the personal, interpersonal, and learning-focused skills of their students and consider it a good resource to use in the classroom as educators.