The Visual Learning Revolution: How Mind Maps and Diagrams Boost Critical Thinking
DOI:
https://doi.org/10.70577/ASCE/418.435/2025Keywords:
Critical thinking; Visual learning; Mind maps; Concept maps; Argument mapping.Abstract
This article examines the effectiveness of visual representations to enhance critical thinking in higher education. A systematic literature review (2020–2025) was conducted in Scopus, Web of Science, ERIC, PsycINFO, PubMed, and SciELO, complemented with narrative synthesis when heterogeneity prevented quantitative aggregation. The included studies employed objective critical-thinking tests (e.g., CCTST/HSRT), analytic rubrics (analysis, inference, evaluation, explanation), and process measures (cognitive load). The results show moderate and consistent improvements in student performance when visual tasks are designed according to signaling, segmenting, and contiguity principles, and when criteria and worked examples are made explicit by the instructor. Argument mapping exhibits greater impact on evidence evaluation and inferential coherence, whereas concept maps favor causal modeling and hierarchical organization; mind maps and graphic organizers strengthen activation, synthesis, and comparison. Structured collaboration and control of extraneous cognitive load operate as conditions for success. Implications are discussed for instructional design, assessment using validated rubrics, and curricular scalability. Standardization of metrics, documentation of instructional decisions, and evaluation of maintenance and transfer effects in follow-up assessments are recommended.
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Copyright (c) 2025 Sangache Guerra David Eduardo, Mayorga Sangache Delia Lissette, Rivadeneira Sangache Derly Yadira, Purcachi Gavilánez Carlos Stalin
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