Concept maps suit deep hierarchical integration tasks while mind maps suit organization and rapid recall, with mean score gains of 5–15%¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r1 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across studies, structured mapping interventions produced mean score increases of 5% to 15%. → Aljamal Husam 2025 q2 i? Concept maps were more successful for structured learning in concept-integration courses such as pathophysiology, while students favored mind maps for information organization and comprehension. → Aljamal Husam 2025 (2)

Evidence¶

Aljamal Husam 2025¶

Aljamal Husam, Alawneh Rama, Derbas Afnan, Edaibes Mohammad, Ahmed Aya, Amer Lama, Alzoubi Hiba, Serhan Hashem Abu Habuser. (2025). Efficacy of mind maps and concept maps in enhancing academic performance among undergraduate medical students in the preclinical stage: a systematic review. Advances in Health Sciences Education. https://doi.org/10.1007/s10459-025-10437-4

q2 · i? · review · r2

Narrative synthesis across the six RCTs: the review reports "mean score increases ranging from 5% to 15%", characterizing this as a moderate learning benefit; no standardized effect size is printed for this aggregate.

"Across all studies, structured interventions using mind maps and concept maps resulted in mean score increases ranging from 5% to 15%, suggesting a moderate learning benefit."

Aljamal Husam 2025 (2)¶

Aljamal Husam, Alawneh Rama, Derbas Afnan, Edaibes Mohammad, Ahmed Aya, Amer Lama, Alzoubi Hiba, Serhan Hashem Abu Habuser. (2025). Efficacy of mind maps and concept maps in enhancing academic performance among undergraduate medical students in the preclinical stage: a systematic review. Advances in Health Sciences Education. https://doi.org/10.1007/s10459-025-10437-4

q2 · i? · quant-synthesis · r1

The review's thematic analysis across the six RCTs reports a differential fit: "concept maps were more successful for structured learning and knowledge application" in integration-heavy courses, while students favored mind maps for organization and comprehension.

"In courses that required a deep integration of concepts (such as pathophysiology), concept maps were more successful for structured learning and knowledge application, but students more often favored mind maps for information organization and comprehension improvement."

Discussion¶

Related Claims¶

• Concept mapping improves learning over most comparison conditions by a moderate average amount, but not over time-matched retrieval practice — related
• Information at higher levels of an acquired hierarchical organization is recalled better than information at lower levels — related
• Mind maps and concept maps significantly enhance knowledge retention, recall, and assessment performance in four of six RCTs among preclinical medical students — a narrower finding that bears on this claim