ВИЗУАЛИЗАЦИЯ КАК ЭФФЕКТИВНЫЙ ИНСТРУМЕНТ ОБУЧЕНИЯ СТУДЕНТОВ ЛЕКСИКЕ НА ЗАНЯТИЯХ ИНОСТРАННОГО ЯЗЫКА

In order to keep up with the booming technological explosion and the revolution of Industry 4.0, the students of Gen Z are expected to be up to date in the digital era. This necessitates the teachers to employ multivariate pedagogical strategies to uphold the attention of students and provide them with a longterm knowledge base. One such strategy involving visualization and supporting active learning is the mind mapping tool. Mind maps can be employed as a teaching aid along with other active learning strategies in order to unleash the in-depth associations between related concepts. Through its innate visual structure, it helps the students to organize and assimilate concepts by looking into the broader picture. Mind mapping not only aids as a longterm memory technique but also promotes design thinking and lateral thinking skills. In this paper, exploiting mind maps throughout the teaching and learning process of Computer Architecture and Organization course for the undergraduate students of the third-year engineering programme is elaborately discussed. Through the case study presented, the mind map is showcased to take various facets like ‘Storm a brain-map’, ‘Break the ice-map’, ‘Fill the neurons’ and ‘Unit wise summary map’ in different sessions of the teaching learning process. It was not only used as a teaching aid, but also served as an effective formative assessment tool for evaluating the students’ understanding of the subject matter. The schema for scoring the mind maps and its relevance to the anticipated summative performance of the students is discussed. Thus, mind maps help in transforming the delivery mechanism and thereby promotes a radical learning environment. Keywords— Interconnections; mind maps; neurons; formative assessment; learning aid; STEM education; Radical learning environment;

The growing complexity of the relationship between climate information and agricultural decision-making necessitates the development of relevant and timely climate services for farmers. These services can effectively support risk management strategies in agriculture by fostering a comprehensive understanding of the intricacies involved in farmer decision-making dynamics. This paper addresses this critical gap by analyzing the drivers influencing decision-making processes that shape adaptation strategies for staple grain and coffee farming systems in Central America. The study answers the following research questions: (i) Does the mind map tool effectively provide a holistic understanding of farmers' decision-making processes? (ii) How do Central American farmers make decisions within their farm systems at multiple timescales? (iii) Which climate factors trigger these decisions? Employing a combination of systematic literature review and a case study in Honduras, the study identifies 13 critical decisions farmers make throughout their crop cycle and their respective triggers. These decisions were grouped into three clusters (production, household, and environmental) and classified into lead-time categories (operational, tactical, and strategic). Findings reveal that farmers base their decisions regarding future climate expectations on their traditional knowledge, religious dates, and memories of recent past seasons' rainfall patterns, and that one of the most significant factors influencing farmers' decisions is food security shortages resulting from extreme events. For example, recent mid-summer droughts have led farmers to prioritize sowing beans over maize in the Primera season, while during the Postrera season, they face challenges due to excess rainfall and the hurricane season. We conclude that the mind map tool developed in this paper provides an effective and appropriate method and that the variation in farmers' decision-making complexity across systems and landscapes presents a significant opportunity to design mind maps that span multiple timescales, facilitating the exploration of decision spaces. Farmers actively seek tailored weather and climate information while still valuing their existing experience and local knowledge, emphasizing the importance of integrating these elements into the development of climate services.

The article is devoted to the problem of teaching Russian as a foreign language in Kazakh language groups at noncore universities. The author focuses on the topical issues of using innovative technologies in teaching reading. The formation of reading skills, especially those studying reading, is very relevant today, as new information technologies are developing, new sources of information are appearing – more compact, flexible and mobile, there is no reading culture, the interests and needs of students are changing. The aim of the article is to identify the possibilities of such a tools as word cloud, mind map, infographic and time line in sequential teaching of different types of reading in the process of teaching Russian as a foreign language in a non-philological audience and to demonstrate its effectiveness by specific examples. The article is devoted to concrete examples of new technologies application in the practical Russian as a foreign language classes at the university. In the article, the special attention is paid to the formation of skills of the main type of reading – learning reading.In particular, lessons on several topics contained in the standard program on Russian as a foreign language at a university are considered in detail as a sample. These classes have been tested in teaching first-year students of NC JSC «Karaganda Medical University».As a result of the analysis, the author comes to the conclusion that new technologies in combination with traditional work on text are effective tool for teaching reading of non-core university students. New technologies create an engaging and motivating learning environment, so they encourage students to actively participate in the learning process and motivate them to read.

This article aims to relate the design management and project management during the creative design process through the PM Mind Map tool for the development of the name and brand for a company of customized services for selling fruits products. In this sense, it is a study of a qualitative nature, using the technical procedures of bibliographical and applied research. The elements and perspectives involved in the creation of the brand were structured in a collaborative way according to the visual model. The PM Mind Map reveals itself as a project management tool that has not yet been widely disseminated and deepened in the academic-scientific area. However, when linking its application with organizational performance based on the concepts of Design Management, it was noticed a clarification of the project stages, greater control over deadlines and costs, more explicit norms that facilitated the submission to requirements and constraints, delimitation of tasks’ division more understandable, monitoring and control of risks through discussed premises. In this way, it is recommended to deepen the relation between them in future research.

Mind mapping is the well-known approach for visualization the complex topics in education. In [1] we propose the synthesis of active and passive ways for using mind maps in education practice. By this way we need construct the software tool for building mind maps with special requirements. First of all, this is the limitations for the set of mind map nodes. Student will select for placement on mind map only nodes from the set of items from dictionary of current lesson topic. And may be from the course main glossary. This limitation is necessary for automatic pre-evaluation the quality of student's mind maps. The value of quality will calculate on the base of the measurement of distance between original teacher's and student's mind maps. So we need to make the three solutions: 1. Haw to find the set of termins for the actual topic? Glossary is the one of typical course resource in the learning management system Moodle. In [2] we present the simple tool "wordstat 2.0" for term selections from the course content documents set. 2. Provide the easy tool for mind mapping. We assume that the fast solution can be reached on the basis of modifying the open source software. The allowable opportunity is about using text-only environment, like Text2MindMap online tool. 3. Evaluation the maps structure (dis)similarities. The mind map has the graph structure. So the mind maps quality measurement can be estimate via comparison the graph structure similarities. It is well known task. There is no problem for getting the graph structure from outline text or from XML mind map file. 1. Dubinsky, A. (2019) Mind maps for education. In: Exploring the Mind's Eye: An Interdisciplinary Conference on Imagination, October 25-26, 2019, Bilkent University, Bilkent, Ankara, Turkey. (Submitted) http://repo.dma.dp.ua/4447/ 2. Dubinsky, A. (2019) The preparation of terminological glossary for the educational course [in russian]. In: MoodleMoot Ukraine 2019, Kyiv, 24 May 2019 http://2019.moodlemoot.in.ua/course/view.php?id=23

The article considers the issue of using mind maps in the Practical English course. It is emphasised that they help to structure, analyse, understand and memorise the necessary material. With their help, teachers can explain a new topic, systematise information, exercise control, summarise what they have learned, encourage communication, and create supports. This study aimed to consider the concept of “mind maps” and to highlight the possibility of their application in the study of the educational component “Practical English Language Course”. Research methods includes analysis, systematization, and generalization of scientific research, as well as abstraction, idealization, and logical-structural analysis of the use of mind maps in the educational process. It is noted that this tool is also effective for a student, in particular, for systematizing knowledge, for preparing for classes, for test control, etc. The student can actively participate in the educational process, participating together with the teacher in the development of mind maps. The article states that one of the main uses of mind maps is to create visual schemes or diagrams to represent and organize ideas, vocabulary, grammatical structures, or thematic concepts. In the “Practical English Language” classes, students of higher education can use mind maps to create a schematic representation of the studied material, to activate speaking skills, to work with lexical material, with grammatical material, with text material, to present the results of project activities, to conduct brainstorming storming, discussion, debate, etc. Teachers adapt the use of mind maps according to the specific needs and preferences of their students, which promotes active learning, development of critical thinking and effective communication in the classes. The article emphasizes that in classes you can use ready-made mind maps presented in textbooks or on posters, prepare your own samples for class in the form of presentations or reference notes, in the process of presenting the material, build them in class, organize various types of individual and group activities of students with using ready-made mind maps. Their advantages in use by both teachers and students of higher education are indicated. The practical significance of the research is that its results can be used in the process of professional training of future philologists and English language teachers in higher education institutions, as well as for the preparation of scientific and methodological support using mind maps and in the self-educational activities of students

The article dwells upon a convenient technique in teaching a foreign language – using Mind Maps. Mind Maps are ways of depicting general system thinking using diagrams. This method can be considered as a convenient technique for alternative recording of information. The use of Mind Maps (MM) in the classroom helps to reproduce and memorize new educational material; develops the creative and intellectual abilities of students; helps to organize individual, group and collective activities; implements a differentiated approach to training. Also an effective way of memorizing language and speech material is the creation of MM by students. Different tools and special software for creating MM are also considered in the work. Using MM in foreign language classes, we can enter, consolidate and control the acquisition of vocabulary on the topic under study. The use of mind maps in teaching students gives noticeable positive results, since they make it easy to memorize new words and remember already known ones, activate the processes of memory and thinking.

Mind maps are useful tools for researchers. They can use mind maps, for example, to manage their literature or to draft research papers. Dozens of tools exist to create mind maps, for instance, FreeMind, MindManager, and XMind. However, researchers need special features such as the possibility of accessing their bibliographic databases (e.g., BibTeX) directly from within the mind mapping software. Therefore, we developed SciPlore MindMapping, the first mind mapping tool solely focusing on researchers' needs. It offers all the features one would expect from a standard mind mapping software, plus three additional features for researchers.

Agrifood chain processes are based on a multitude of knowledge, know-how and experiences forged over time. This collective expertise must be shared to improve food quality. Here we test the hypothesis that it is possible to design and implement a comprehensive methodology to create a knowledge base integrating collective expertise, while also using it to recommend technical actions required to improve food quality. The method used to test this hypothesis consists firstly in listing the functional specifications that were defined in collaboration with several partners (technical centers, vocational training schools, producers) over the course of several projects carried out in recent years. Secondly, we propose an innovative core ontology that utilizes the international languages of the Semantic Web to effectively represent knowledge in the form of decision trees. These decision trees will depict potential causal relationships between situations of interest and provide recommendations for managing them through technological actions, as well as a collective assessment of the efficiency of those actions. We show how mind map files created using mind-mapping tools are automatically translated into an RDF knowledge base using the core ontological model. Thirdly, a model to aggregate individual assessments provided by technicians and associated with technical action recommendations is proposed and evaluated. Finally, a multicriteria decision-support system (MCDSS) using the knowledge base is presented. It consists of an explanatory view allowing navigation in a decision tree and an action view for multicriteria filtering and possible side effect identification. The different types of MCDSS-delivered answers to a query expressed in the action view are explained. The MCDSS graphical user interface is presented through a real-use case. Experimental assessments have been performed and confirm that tested hypothesis is relevant.

Senior high school is the grade where young learners face the most complex lesson. The complex lesson leads students to have learning tools that could help them in the learning process. Mind mapping is one of creative visual learning tool that make the lesson becomes clearer. This study is aim to find the students’ perception of the use of mind mapping as visual learning tool at SMA Negeri 1 Singaraja. The study used qualitative research method design. The data of this study were collected by open-ended questionnaire and interview. The subjects of this study were 16 students of twelve grade students of SMA N 1 Singaraja which selected randomly. The result of the study showed that the students have positive perception towards the use of mind mapping as a visual learning tool. The majority of the students agreed that mind mapping can really help them in making summary and taking notes, giving them opportunity to be more creative, and helping them in developing their ideas.

Living in our information society poses the challenge of having to deal with a plethora of information. While most content is represented through text, keyword extraction and visualization techniques allow the processing and adjustment of text presentation to the readers’ individual requirements and preferences. In this paper, we investigate four types of text visualizations and their feasibility to give readers an overview before they actually engage with a text: word clouds, highlighting, mind maps, and image collages. In a user study with 50 participants, we assessed the effects of such visualizations on reading comprehension, reading time, and subjective impressions. Results show that (1) mind maps best support readers in getting the gist of a text, (2) they also give better subjective impressions on text content and structure, and (3) highlighting keywords in a text before reading helps to reduce reading time. We discuss a set of guidelines to inform the design of automated systems for creating text visualizations for reader support.

Word clouds are an essential tool for text visualization, and the readability of word clouds significantly affects the reading comprehension of users. Consequently, this study investigates the influence of text typography direction and font size in word clouds on their readability. Besides, The study assesses how text typography affects the readability of information presented in word clouds through a combination of objective reading performance metrics and subjective evaluations. Objective reading performance is measured through a word search task, whereas subjective evaluations include three metrics: readability, fatigue, as well as aesthetic appeal, assessed employing a 9-level Likert scale questionnaire. Participating in all three experiments were 120 individuals and the independent variables were the direction and number of text typography directions and font size. The study determined that word clouds with horizontal typography exhibit remarkably higher reading search accuracy, readability scores, and fatigue scores in comparison to word clouds with vertical and diagonal typography. Furthermore, more text directions included in word clouds result in a significant decrease in reading search accuracy, reading ease scores, and fatigue scores. Additionally, the font size notably influences the legibility of text displayed in word clouds, and yet there is no substantial interaction effect between font size and direction on the readability of word clouds. Accordingly, the study draws the following conclusions. In the first place, the readability of word clouds with horizontal typography text is considerably higher than that of word clouds with vertical and diagonal typography text. Second, an increase in text typography directions results in a substantial decrease in readability. Third, font size seriously influences the readability of text, with larger font sizes contributing to higher readability on the word cloud. Fourth, the text typography direction and the number of text typography directions included lacking a substantial influence on the aesthetic appeal of word clouds. This research can be adopted to optimize the layout design of word clouds. Besides, the findings of this study have wide applications in multi-directional text typography scenarios, including graphic design, human–computer interaction, and information visualization.

As early adopters of an emerging technology, the Tablet PC (TPC), certain University of Houston Information Systems Technology faculty began to integrate TPCs into the undergraduate curriculum in Fall 2003. Classroom experiences revealed the tool as particularly engaging to Information Systems Technology students. Thus, the authors now believe that TPCs have great potential to improve critical thinking skills of Information Systems Technology students if activities can be developed that capitalize on the inherent capability of the TPC to support visualization.We have just begun a formal investigation of the effectiveness of the TPC as an instructional tool that facilitates the development of critical thinking and learning skills in undergraduate Information Systems Technology students. The investigation extends previous work on the effectiveness of mind maps for improving critical thinking and problem solving skills by combining the visual learning technique of mindmapping with the emerging technology of the TPC and pen-enabled mindmapping software. The research question to be answered is: Do critical thinking skills of Information Systems Technology students improve when mindmapping activities are incorporated into the classroom and delivered via technology.In this paper, we first provide background information on the development of critical thinking and learning skills, the role of visual learning in the development of critical thinking and learning skills, and visual learning tools and techniques such as semantic networks, concept mapping, and mind mapping. We then describe the scope of the project we are undertaking and provide initial results of development efforts to create instructional modules and activities focused on mindmaps.

Research Findings: Vocabulary instruction strategies used by Head Start teachers during storybook reading were examined to quantify the level of language complexity found in these storybook reading interactions. The study also examined the relationship between vocabulary instruction strategies and complexity of language during storybook reading and outcomes in student vocabulary while considering whether teachers’ strategies and language complexity affect children differently based on children's initial vocabulary level or dual language learner status. Participants were 23 Head Start teachers and 210 children (ages 36–59 months, 42.9% dual language learners). Hierarchical linear regression showed that teachers’ use of uncommon words had a different relationship to student outcomes based on students’ prior vocabulary knowledge. In addition, a student's status as a dual language learner, the teacher's ratio of vocabulary instruction strategies to words instructed, and the amount of code switching by the teacher were all negatively and significantly related to students’ vocabulary outcomes as measured by the Peabody Picture Vocabulary Test–III. Practice or Policy: This study suggests that there is a link between teachers’ vocabulary instruction strategies and complexity of language during storybook reading and outcomes in student vocabulary. Moreover, the influence of these teacher practices on student outcomes may differ based on students’ initial level of vocabulary knowledge.

This study investigates the effectiveness of integrating the Project-Based Learning (PjBL) model with mind mapping techniques in improving students' mastery of Arabic vocabulary at MTsN Batu. Employing a quantitative approach with a quasi-experimental design, the research involved two distinct groups: an experimental class and a control class. Vocabulary assessments were conducted both prior to and following the intervention. The findings revealed that students exposed to the PjBL and mind mapping approach showed a notable increase in performance, with their average vocabulary scores rising from 50.17 (pre-test) to 81.67 (post-test). An independent samples t-test produced a p-value of 0.001, confirming a statistically significant difference between the two groups. The results indicate that the use of project-based tasks supported by visual tools like mind maps effectively enhances vocabulary acquisition. Additionally, the strategy promotes greater learner engagement, autonomy, and creativity, offering a promising alternative to traditional lecture-based instruction.