Comparing the effectiveness of mind mapping and guided worksheets as scaffolding strategies in VR music education

A quasi-experimental study involving 96 junior high school students explored the effectiveness of mind mapping versus guided worksheets as scaffolding strategies within a Virtual Reality (VR) music history learning environment. The research concluded that mind mapping was associated with significantly better conceptual understanding compared to guided worksheets, suggesting it promoted deeper cognitive processing.

Why it matters

This research highlights the potential for specific generative learning strategies, such as mind mapping, to enhance educational outcomes within advanced technological environments like VR. It provides empirical evidence that certain pedagogical approaches can lead to deeper conceptual understanding, which is critical for curriculum development and instructional design across various domains.

Key insights

• Mind mapping, a generative strategy, was associated with significantly better conceptual understanding among junior high school students in a VR music history learning environment.
• Guided worksheets, an instructional scaffolding strategy, did not demonstrate the same level of effectiveness for conceptual understanding in the studied context.
• The study involved 96 students aged 14-15 years, with an intervention period of two weeks, comprising two 45-minute VR sessions.
• Quantitative data indicated a statistical significance (p = .010, η p 2 = .069) favouring mind mapping for conceptual understanding.

Source

Educational Technology Research and Development — https://link.springer.com/article/10.1007/s11423-026-10700-4