Assessment of the augmented mind map in puzzle technique in higher education

Abstract

Currently, with the integration of learning and knowledge technologies (LKT) in education, an adequate teacher training that allows the design of methodologies according to different rhythms, styles, interests and students motivations acquires special importance. The present work shows the evaluation of a learning dynamic based on the Augmented Mind Map in Puzzle technique in higher education, which is the result of combining mind maps with augmented reality and Jigsaw cooperative learning strategy. The research sample was formed by a total of 348 students of the grades of Childhood and Primary Education, as well as of the Master of Inclusive Education of the University of Córdoba (Spain). The data collection was carried out through an ad hoc questionnaire created, conformed by 16 items distributed in three factors, which are: general assessment of the dynamics of the Augmented Mind Map in Puzzle, cooperative side of the technique and combination of the mind map with augmented reality. The data were subjected to descriptive analysis, comparative means, correlational, and study of linear regressions. The results show a positive assessment of the students, both of the learning dynamics, as of its cooperative aspect and to combine of mind maps with augmented reality. In conclusion, this study reveals to future teachers a new technique that helps in the orientation of teaching-learning processes in the classroom.