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Using Mind Mapping In Technical Education

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2005 Annual Conference


Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005



Conference Session

Student Learning and Research

Page Count


Page Numbers

10.1418.1 - 10.1418.8



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Paper Authors

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Saleh Sbenaty

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 3249

Using Mind Mapping in Technical Education

Saleh M. Sbenaty, Ph.D. Middle Tennessee State University


The main objective of this paper is to introduce the concept of “Mind Mapping” and explore its application in technical education. The author has used the concept in his course, Introduction to Electricity and Electronics, and the preliminary results are reported here. The on going study will reveal additional results of which further analysis will be performed and reported in the future. The objective of the study is to verify the conviction of Mind Mapping proponents who say that: “this concept will improve learning and enhance performance.”


The Mind Map is an expression of “Radiant Thinking” and is therefore, a natural function of the human mind. It is claimed to be “a powerful graphic technique, which provides a universal key to unlocking the potential of the brain” [1, 2, 3]. According to Tony Busan who originated the concept of Mind Maps in the late 1960’s: “A Mind Map is a powerful graphic technique, which provides a universal key to unlock the potential of the brain. It harnesses the full range of cortical skills – word, image, number, logic, rhythm, color and spatial awareness – in a single, uniquely powerful manner. In so doing, it gives you the freedom to roam the infinite expanses of your brain. The Mind Map can be applied to every aspect of life where improved learning and clearer thinking will enhance human performance [4].” Mind Maps can be applied to every aspect of life in which improved learning and clearer thinking may enhance human performance [3]. An example of Mind Maps is shown in Figure 1 below. The example is generic in nature and outlines ways to solve problems. Other examples can be also found in [4].

The Mind Map has four essential characteristics:

1. The subject of attention is displayed in a central image. 2. The main themes of the subject radiate from the central image on branches. 3. Branches hold a key image/word printed on the associated line so that details radiate out. 4. The branches form a connected nodal structure.

The author was introduced to the concept of Mind Mapping during a recent full day workshop that was sponsored by the Learning, Teaching, and Innovative Technology Center at MTSU. During this workshop participants learned how to:

• Use whole-brain stimulation techniques to increase the ability to think multi-dimensionally. • Use color, fun, planned breaks, images, and multi-sensory approaches. • Enhance personal learning, memory, and creativity. “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”

Sbenaty, S. (2005, June), Using Mind Mapping In Technical Education Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--14399

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2005 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015