A Systematic Review of Mind Maps, STEM Education, Algorithmic and Procedural Learning

Abstract

This systematic review investigates the use of mind maps in STEM education, focusing on their application, effectiveness, and contextual factors. The main objectives were to examine whether mind maps are used as learning or assessment tools, the research designs employed, the type of interaction (individual vs. collaborative), and the format (digital vs. paper-based). Studies were identified through systematic searches in ERIC, Scopus, and Web of Science, including peer-reviewed journal articles published between 2019 and 2024. The inclusion criteria required empirical research studies using mind maps in STEM contexts with measurable outcomes related to learning or engagement. Studies without empirical data or not focused on STEM education were excluded. Fifty studies met the inclusion criteria. Most employed quasi-experimental designs (n = 29), including 22 with pre–post-test measurements. The mind maps were mainly used as learning tools (n = 40), in individual settings (n = 24), with student-generated (n = 36) and digital formats (n = 21) being most common. The reported outcomes included improved academic performance, conceptual understanding, critical thinking, and motivation and reduced cognitive load. The limitations included inconsistent reporting of the map types and theoretical underpinnings. The findings suggest that mind maps are effective tools for enhancing learning and engagement in STEM education and warrant broader pedagogical integration.