Psychometric properties of the questionnaire about the learning of the augmented mind map in puzzle in higher education

Abstract

The present work shows the construction process and a psychometric study of the Questionnaire MMAP developed with the objective of collecting students’ opinions regarding to the learning of the technique Augmented Mind Map in Puzzle. This technique is the result of the combination between the strategy of mind maps with the augmented reality technology, and the cooperative learning technique Jigsaw. The questionnaire designed was created ad hoc with a Likert scale of 5 response options and three dimensions: 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. Two descriptive studies have been carried out by cross-sectional survey. The questionnaire was applied, in the first time, to a sample of 192 students; and secondly, to a total of 388 students of the education degree of the University of Córdoba (Spain). The data were subjected to correlational analysis, study of internal consistency and factorial structure through exploratory and confirmatory factorial analysis. The results obtained show that the model of the proposed instrument is appropriate and coherent with the initial theoretical assumptions, since it presents high goodness of fit indexes and high validity and reliability.