Effects of Mentefacts on Generative Learning: A Literature Review
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Abstract
This literature review examined the use of mind maps in various educational contexts, analyzing their impact on meaningful learning, critical thinking, metacognition, and information retention. Through a review of previous studies, the benefits of mind maps were identified, especially in the visual organization and structuring of knowledge, which facilitated the integration of concepts and the transfer of information. The methodology consisted of analyzing several studies that addressed the implementation of mind maps in basic and higher education, focusing on how these tools could improve academic performance and promote self-regulated learning. The reviewed studies included quasi-experimental, correlational, and experimental research that demonstrated that mind maps favored information organization, reduced cognitive load, and contributed to the development of metacognitive skills. The results showed that mind maps improved the understanding of complex concepts, promoted critical thinking, and facilitated information retention. However, the effective implementation of mind maps was limited by a lack of adequate teacher training. The discussion highlighted that, to maximize their effectiveness in learning, it is crucial to provide adequate teacher training, which would enable educators to integrate mind maps efficiently and thus improve educational outcomes.
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Solange Elizabeth Briones-Jacome, Universidad del Pacifico - Ecuador
https://orcid.org/0000-0002-8548-8337
Solange Elizabeth Briones Jácome is a teacher at Universidad Del Pacífico. Her academic work focuses on generative learning, child development, and study strategies. She has published research on self-efficacy in virtual higher education environments and linguistic development in children with attention deficits. She is currently a Ph.D. candidate in Education at Universidad Católica Andrés Bello, where she continues to explore innovative strategies for teaching and learning.
Carlos Gabriel Vinueza-Estévez, Universidad del Pacifico - Ecuador
https://orcid.org/0009-0008-2388-6840
Carlos Gabriel Vinueza Estévez is a Technologist in Music Teaching from the Luis Ulpiano de la Torre Technological Institute in Cotacachi, a Bachelor in Educational Sciences, and a Master in Education, Technology, and Innovation from the Universidad del Pacífico in Guayaquil. He works as a teacher in the Cultural and Artistic Education area at Unidad Educativa San Roque, in the province of Imbabura, Ecuador. His research focuses on the effects of mentefacts in generative learning, exploring their impact on the educational process.
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