The Effects of Hierarchical Digital Mind Map Summary Activities on Learning Strategies and Self-directed Learning Ability of College Freshmen

This study explored the effects of hierarchical Digital Mind Map (DMM)-based summarization activities on the learning strategies and self-directed learning ability of university freshmen. A one-group pre-test-mid-test-post-test design was applied to 19 freshmen at H University over 16 weeks, and changes in their learning strategies and Learning Quotient (LQ) were measured longitudinally using the MLST-II test. The results revealed a U-shaped pattern of change in both learning strategies and self-directed learning ability. In the initial phase of the activity (T1-T2), a statistically significant decrease was observed in the listening-in-class strategy (<i>p</i><.05), and the LQ showed a decreasing trend (<i>p</i><.1), attributable to the adaptation process to the new learning method. However, in the latter phase (T2-T3), as students became accustomed to the activity, the LQ showed a statistically significant increase, with positive trends also appearing in time management and test strategies. The overall change across the entire semester (T1-T3) was not statistically significant, which is interpreted as the initial decline being offset by the subsequent increase. These findings suggest that the effects of DMM-based summarization activities do not appear immediately but rather emerge gradually after a period of adaptation, through the activation of metacognitive routines (planning-monitoring-regulating). This study offers significant educational implications: when designing learning strategy programs for freshmen, it is crucial to provide sufficient time and a phased approach that supports the learners' internalization process, rather than expecting short-term outcomes.