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In this study, the researchers investigate the effects of an integrated mind mapping and problem–posing approach on students' in–field mobile learning performance in an elementary school natural science course. A total of 86 sixth graders in three classes were assigned as follows: one class, with 29 pupils, for the mind–mapping and problem–posing mobile learning; another class, with 28 pupils, for the problem–posing mobile learning; and the other class, with 29 pupils, for the conventional tour–based mobile learning. From the experimental results, it was found that the students who learned with the problem–posing mobile learning strategy showed significantly better learning achievements than those who learned with the mind–mapping and problem–posing integrated strategy, indicating that the simpler problem–solving strategy was more suitable for application in in–field learning than the more complicated strategy that engaged students in both the learning tasks of posing problems and developing mind maps.
Hung et al. (Wed,) studied this question.