Abstract
The author attempted to improve educational outcomes in the classroom by conducting experimental lessons on the assumption that utilizing mind mapping for learning can promote better understanding. It was found that students who utilized mind mapping scored higher than those who did not on a comprehension verification test given to students. Results of a questionnaire survey to verify changes in self-awareness showed that self-evaluation scores for students improved on a lot of survey items. These results suggest that utilizing mind mapping can help promote the understanding of learning content.
