INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November2025  
Enhancing Supply Chain Technology Learning with Mind Mapping and  
Group Discussion: Evidence from UiTM Students  
Norzawani Ibrahim1, *Norasekin Abd Rashid, 2Ahmad Rais Mohamad Mokhtar  
1,2Department of Technology and Supply Chain Management Studies, Faculty of Business and  
Management, University Technology MARA, Puncak Alam Campus, Selangor, Malaysia.  
*Corresponding Author  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100360  
Received: 19 November 2025; Accepted: 26 November 2025; Published: 11 December 2025  
ABSTRACT  
Supply chain technology is an essential component of business education as organisations increasingly adopt  
digital tools to enhance efficiency, visibility, and responsiveness across supply chain networks. However,  
students often face challenges in understanding and retaining the wide range of technologies involved. This study  
investigates the effectiveness of mind mapping as a pedagogical strategy to enhance comprehension of supply  
chain technology concepts among undergraduate students at the Faculty of Business and Management, Universiti  
Teknologi MARA (UiTM) Puncak Alam. Using a pre- and post-test design, the lecturer provided a structured  
mind map on the topic, followed by group discussions where students completed an exercise covering 17 areas  
of supply chain technology. Findings reveal a transformative shift in learning outcomes. Pre-intervention, only  
25.0% of students reported possessing basic knowledge, with the majority (63.3%) remaining neutral. Post-  
intervention, positive agreement surged to 100%, eliminating the neutral and negative sentiment blocks.  
Specifically, the ability to differentiate technologies was initially the lowest-rated metric, with only 31.7%  
positive agreement that improved to 100%, while the mean score for this competency rose from 3.10 to 4.59.  
Additionally, student confidence in the application increased from a mean of 3.55 to 4.54. The study concludes  
that mind mapping serves as a critical cognitive scaffold, effectively converting uncertainty into mastery. By  
aligning with visual learning preferences, the tool bridges the gap between passive retention and active  
application, suggesting it is an essential strategy for teaching data-dense supply chain curriculum.  
Keywords: Supply Chain Technology, Mind Mapping, Collaborative Learning, Business Education  
INTRODUCTION  
In the field of supply chain education, technological knowledge has become increasingly critical as organisations  
adopt digital tools such as the Internet of Things (IoT), blockchain, enterprise systems, data analytics, and  
automation to enhance operational efficiency. Within the Business and Technology Management programme at  
the Faculty of Business and Management, Universiti Teknologi MARA (UiTM), the chapter “Technologies in  
Supply Chain Management” plays an important role in equipping students with foundational digital  
competencies that align with current industry expectations. The chapter also contributes substantially to the final  
assessment, ranging from 15 to 25 marks, underscoring its academic significance. Despite this importance,  
educators have observed that many students face difficulties in understanding and retaining the interconnected  
technological concepts discussed in this chapter. These challenges may stem from the basic concept and technical  
nature of the content, the breadth of emerging technologies, and the need for students to link conceptual  
understanding to practical supply chain scenarios. Traditional instructional approaches, including lectures and  
linear notetaking, may therefore be insufficient to support deep learning and meaningful knowledge organisation.  
Due to that, mind mapping has been proposed as a visual and non-linear strategy that may address these learning  
challenges. As an instructional tool, mind maps allow students to organise complex information using  
hierarchical, associative, and interconnected structures. This method encourages active participation, deeper  
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processing, and associative thinking, which are essential for understanding multi-dimensional topics such as  
supply chain technologies. Substantial empirical evidence supports the benefits of mind mapping across  
educational contexts. Meta-analytic studies have shown that mind-mapping–based instruction significantly  
improves students’ cognitive learning outcomes, including comprehension, conceptual understanding, and  
retention, when compared with traditional teaching approaches (Shi et al., 2022; Liu & Zhao, 2016). Research  
in STEM education also demonstrates that mind mapping enhances the organisation of knowledge structures,  
supports procedural learning, and improves higher-order thinking (Kefalis et al., 2025). Similarly, studies in  
health and nursing education have reported improvements in information retrieval and long-term memory among  
students who used mind maps as part of their learning process (Jabade & Nadaf, 2024).  
Although these findings suggest that mind mapping is a promising pedagogical tool, its effectiveness can vary  
depending on the subject matter, educational level, and method of implementation. Prior research has  
predominantly focused on STEM and health disciplines, where content structures and learning objectives may  
differ from those of business and supply chain programmes. Furthermore, existing studies highlight those factors  
such as whether students construct their own maps, whether maps are used digitally or on paper, and how they  
are integrated into lessons can significantly influence learning outcomes. As a result, findings from other  
disciplines cannot be assumed to generalise directly to supply chain management education, particularly within  
the Malaysian higher education context.  
These methods require students to understand conceptual linkages and technological interactions within supply  
chain management. Mind mapping may serve as a complementary tool that strengthens students’ conceptual  
frameworks, thereby enabling better performance in simulation-based or application-oriented tasks. However,  
research exploring the integration of mind mapping into supply chain technology instruction is limited, and  
empirical evidence specific to UiTM’s curriculum is still lacking. Given these gaps, examining the effectiveness  
of mind mapping within the “Technologies in Supply Chain Management” chapter is both timely and necessary.  
This study aims to determine whether mind mapping can enhance students’ understanding, retention, and  
application of key supply chain technology concepts. By evaluating changes in student performance and learning  
perceptions, the study seeks to provide evidence-based insights that can inform instructional design for supply  
chain management courses. The findings will contribute to the growing body of literature on visual learning  
strategies while offering practical recommendations for educators seeking to strengthen student comprehension  
in technologically oriented business subjects.  
LITERATURE REVIEW  
Effectiveness of Mind Mapping  
Mind mapping can be defined as an externally visible, non-linear graphic technique for organising ideas around  
a central concept. It has re-emerged in recent years as a pedagogical tool intended to support comprehension,  
retention, and higher-order learning across multiple disciplines. Meta-analytic and systematic syntheses  
published in the early 2020s report overall positive effects of mind mapping interventions on cognitive learning  
outcomes, while noting important moderators such as who constructs the map (student-generated vs. instructor-  
provided), map format (digital vs. paper), the instructional sequence, and discipline-specific differences (Shi,  
Yang, Dou, & Zeng, 2022; Kefalis, Skordoulis, & Drigas, 2025). A study by Shi et al.’s (2022) on meta-analysis  
of 21 studies found that mind mapping instruction produced significantly better cognitive outcomes versus  
conventional instruction, although effect sizes varied by subject area and learner level, signalling the importance  
of context when applying these findings to business, specifically on supply chain education.  
Various field of education has applied mind mapping as a learning tool. For example, Yang et al. (2022) found  
that reflective learning supported by visual mind maps improved nursing students’ reflective ability and learning  
outcomes compared with reflective journals. Jabade and Nadaf (2024) reported significant gains in information  
retrieval and longer-term retention among nursing students who used mind-mapping techniques, with  
participants noting enhanced clarity and organisation of complex clinical information. Similarly, randomized, or  
quasi-experimental studies in clinical training contexts (Ye et al., 2025; Alsuraihi, 2022) demonstrated improved  
procedural understanding and creativity when mind mapping was combined with problem based or reflective  
instruction.  
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Supply Chain Technology  
Supply chain technology refers to the set of digital tools, systems, and platforms that enable organisations to  
plan, coordinate, monitor, and optimise the flow of materials, information, and activities across supply chain  
networks. It encompasses technologies such as the Internet of Things (IoT), cloud computing, big data analytics,  
artificial intelligence (AI), blockchain, robotics, and digital twins, all of which enhance visibility, integration,  
automation, and decision-making throughout procurement, production, logistics, and distribution processes  
(Christopher, 2016; Ivanov & Dolgui, 2022). These technologies improve supply chain performance by enabling  
real-time data collection, predictive analytics, operational efficiency, and better responsiveness to disruptions  
(Kache & Seuring, 2017). Overall, supply chain technology acts as a foundation for digital transformation and  
Industry 4.0 practices, supporting firms in achieving resilience, agility, and sustainability in increasingly  
complex supply networks (Alicke, Rexhausen, & Seyfert, 2017).  
Teaching supply chain technology has become increasingly important in business and management education  
due to the rapid digital transformation and technological disruption occurring across global supply networks.  
Modern supply chains rely on technologies such as big data analytics, cloud systems, the Internet of Things  
(IoT), automation, artificial intelligence, and blockchain to enhance visibility, efficiency, and integration across  
procurement, operations, and logistics processes (Ivanov & Dolgui, 2022; Wang et al., 2016). As organisations  
adopt Industry 4.0 and digital supply chain practices, graduates entering the workforce must possess  
technological literacy, analytical skills, and a strong understanding of digital systems that support real-time  
decision-making and operational excellence (Alicke et al., 2017; Schoenherr & Speier-Pero, 2015).  
METHODOLOGY  
This study adopted a quasi-experimental pre-test and post-test design to evaluate the effectiveness of a mind-  
mapping based learning activity in improving students’ understanding of key concepts in the “Technologies in  
Supply Chain Management” chapter. The respondents consisted of undergraduate students enrolled in the Supply  
Chain Technology course under the Faculty of Business and Management, Universiti Teknologi MARA (UiTM),  
Puncak Alam Campus. The chapter used in this study is a core component of the course syllabus with a  
significant contribution to final assessment marks. A purposive sampling method was used to include students  
who were present during the intervention session. Participation was voluntary, and only students who completed  
both the pre-test and post-test were included in the final analysis.  
Intervention: Mind-Mapping Group Activity  
The intervention centred on a collaborative group exercise using a mind map provided by the lecturer. The  
lecturer introduced the chapter content and shared a partially completed mind map that illustrated the key  
concepts of supply chain technologies. Students were then organised into small groups and tasked with  
discussing and completing the exercise by filling in the 17 supply chain technology areas. During the activity,  
groups discussed the definition, characteristics, functions, and example of each technology area. The lecturer  
facilitated by providing prompts, clarifications, and guidance, but students were encouraged to complete the  
exercise collaboratively based on their understanding. The session lasted approximately 45–60 minutes.  
Research Procedure  
Data were collected in three stages:  
1. Pre-test: Students completed a pre-test measuring their baseline understanding of supply chain technology  
concepts, including factual knowledge, conceptual links, and application.  
2. Mind-Mapping Group Exercise: The lecturer provided a mind map to the students as a guide to  
collaboratively complete the 17 areas of technology exercise in groups.  
3. Post-test: Immediately after the exercise, students completed a post-test of similar structure and difficulty  
as the pre-test to assess learning gains.  
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FINDINGS  
Frequency Analysis  
The findings of the frequency analysis are summarized in the following tables.  
Table 1: Pre-Intervention Baseline (Student Awareness and Learning Readiness)  
BEFORE THE USE OF LEARNING TOOLS (MIND MAPPING)  
Strongly  
Disagree  
Disagree  
Neither  
Agree nor  
Disagree  
Agree  
Strongly  
Agree  
Understanding & Awareness  
Percentage (%)  
I am familiar with the concept of Supply  
Chain Technology.  
1.7  
3.3  
1.7  
1.7  
8.3  
1.7  
35  
53.3  
20  
8.3  
5
I have basic knowledge of the 17 areas of  
Supply Chain Technologies.  
63.3  
38.3  
I understand how technology can improve  
supply chain operations.  
41.7  
16.7  
Confidence in Learning  
I feel confident in my ability to understand  
topics related to supply chain technologies.  
1.7  
1.7  
1.7  
5
38.3  
43.3  
35  
46.7  
26.7  
38.3  
8.3  
5
I find the 17 SCT areas easy to differentiate  
and remember.  
23.3  
5
I feel prepared to learn about the various  
technological applications, such as IoT,  
Blockchain, and AI.  
20  
Perceived Difficulty  
The topics in this chapter seem challenging  
for me.  
0
0
3.3  
5
46.7  
33.3  
43.3  
43.3  
6.7  
I often require visual aids (charts, diagrams,  
mind maps) to understand complex topics.  
18.3  
Learning Readiness  
I am motivated to learn the new supply chain  
technologies presented in this course.  
0
0
1.7  
1.7  
16.7  
15  
56.7  
55  
25  
I believe the upcoming activity (using  
learning tools such as mind map or  
brainstorming) will help me understand the  
topics better.  
28.3  
Table 1 presents the pre-intervention survey results, which revealed a significant degree of uncertainty regarding  
the course material. When assessing basic knowledge of the 17 areas of Supply Chain Technologies (SCT), only  
25.0% of participants responded positively ("Agree" or "Strongly Agree"). The dominant sentiment was  
neutrality, with 63.3% of respondents selecting "Neither Agree nor Disagree," indicating a lack of conceptual  
clarity.  
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The most pronounced cognitive barrier was identified in the students' ability to differentiate between various  
technologies. This metric yielded the highest negative score in the baseline assessment, where 25.0% of  
participants actively disagreed that the areas were easy to differentiate, and an additional 43.3% remained  
neutral. Consequently, only 31.7% of the cohort felt capable of distinguishing the topics before the intervention.  
Concurrently, the baseline data established a strong demand for pedagogical adjustment: 61.6% of participants  
self-identified as visual learners who require charts or diagrams to comprehend complex topics.  
Table 2: Post-Intervention Assessment (Efficacy of Mind Mapping Tools on Learning Outcomes)  
AFTER THE USE OF LEARNING TOOLS (MIND MAPPING)  
Strongly  
Disagree  
Disagree  
Neither  
Agree nor  
Disagree  
Agree  
Strongly  
Agree  
Improve Understanding  
Percentage (%)  
The learning tool (mind map/ branstorming/  
flowchart/ infographics) helped me understand the 17  
supply chain technology areas more clearly.  
0
0
0
0
35.7  
42.9  
64.3  
53.6  
I can now explain the function of major technologies  
such as Cloud, IoT, Blockchain, and Machine  
Learning.  
0
3.6  
I am able to differentiate the various supply chain  
technologies better after using the learning tool.  
0
0
0
0
0
41.1  
48.2  
58.9  
50  
I am able to remember visually presented  
information more effectively.  
1.8  
Engagement & Learning Experience  
The learning tool increased my interest and  
engagement in the topic.  
0
0
0
0
0
0
0
0
1.8  
0
30.4  
35.7  
44.6  
41.1  
67.9  
64.3  
55.4  
57.1  
The activity helped simplify complex concepts into  
easier-to-understand ideas.  
The visual representation helped me see the  
relationship between different SCT areas.  
0
Attractive and colourful graphics capture my  
attention better than long paragraphs.  
1.8  
Confidence & Application  
I now feel more confident in applying SCT concepts  
in discussions or assignments.  
0
0
0
0
1.8  
0
42.9  
41.1  
55.4  
58.9  
The mind-mapping/infographics/brainstorming  
session improved my ability to recall the  
technologies.  
The learning tool helped me identify real-world  
applications of supply chain technologies.  
0
0
0
0
0
0
39.3  
23.2  
60.7  
76.8  
Overall Perception  
Overall, the learning tool enhanced my  
understanding and learning experience for this topic.  
Following the implementation of the Mind Map learning tool, the Post-Intervention Outcomes (Table 2) data  
indicate a comprehensive positive shift in student comprehension. Uncertainty was effectively eliminated where  
100% of participants responded positively regarding their understanding of the 17 SCT areas, with zero  
responses recorded in the "Neutral," "Disagree," or "Strongly Disagree" categories. Notably, 64.3% of  
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participants "Strongly Agreed" that the tool clarified the subject matter, representing a complete conversion of  
the 63.3% neutral block identified in the pre-test. In addition, the intervention successfully addressed the specific  
challenge of topic differentiation. In the post-intervention survey, 100% of students reported an improved ability  
to differentiate between the various supply chain technologies (41.1% "Agreed," 58.9% "Strongly Agreed").  
This finding suggests that the visual structuring inherent in mind mapping effectively reduced the cognitive load  
associated with distinguishing complex, overlapping concepts.  
Furthermore, the results strongly validated the students' initial self-assessment regarding their learning  
preferences. Post-intervention, 98.2% of participants agreed that the "attractive and colourful graphics" captured  
their attention more effectively than traditional text-based instruction. Moreover, 100% of respondents indicated  
that the visual representation facilitated the identification of relationships between distinct SCT areas, confirming  
the tool’s utility in synthesizing complex information. The intervention also elicited a marked increase in learner  
self-efficacy. While pre-intervention confidence was characterized by hesitation (38.3% neutral), post-  
intervention data reveal that 98.3% of students felt confident applying SCT concepts in discussions and  
assignments. The density of "Strongly Agree" responses regarding confidence rose to 55.4%, highlighting a  
transition from passive motivation to active mastery.  
The comparative analysis demonstrates a "Neutral Swing," where the large cohort of students previously  
occupying the "Neither Agree nor Disagree" category (40–60%) did not merely shift to moderate agreement but  
bypassed this tier to reach "Strongly Agree." This distributional change indicates that the Mind Map tool was  
transformative rather than merely supplementary, neutralizing the risk of student failure identified in the baseline  
data.  
Comparative Analysis  
A comparative analysis of pre- and post-intervention survey data reveals a statistically significant improvement  
in student performance and perception following the introduction of Mind Mapping tools. The intervention  
resulted in a shift from a baseline state of "Moderate Uncertainty" (Overall Mean = 3.3) to "High Competence"  
(Overall Mean = 4.6). Table 3 summarizes the specific gains across key competency areas, highlighting the net  
improvement in mean scores on a 5-point Likert scale.  
The most substantial growth was observed in the students' ability to differentiate between the 17 distinct Supply  
Chain Technology (SCT) areas. In the pre-intervention phase, this metric represented the lowest mean score  
(M=3.10), suggesting that the volume of information caused confusion and overlapping concepts. Post-  
intervention, this metric tied for the highest net improvement (+1.49), reaching a mean of 4.59. This indicates  
that the visual hierarchy inherent in mind mapping successfully reduced cognitive load, allowing students to  
compartmentalize and distinguish complex topics effectively.  
Table 3: Comparative Analysis of Pre- and Post-Intervention Mean Scores  
Pre-Intervention  
(M)  
Post-Intervention  
(M)  
Net  
Improvement  
Key Competency / Metric  
Basic Understanding (Knowledge of 17 SCT  
Areas)  
3.15  
3.1  
4.64  
4.59  
4.59  
1.49  
1.49  
1.49  
Differentiation (Ability to distinguish  
technologies)  
Recall & Memory (Ability to remember  
topics)  
3.1  
Confidence in Application (Self-efficacy in  
usage)  
3.55  
4.05  
4.54  
4.66  
0.99  
0.61  
Engagement/Interest (Motivation level)  
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Visual Learning Efficacy (Perceived utility of  
visuals)  
3.75  
N/A  
4.55  
4.77  
0.8  
High  
Satisfaction  
Overall Perception  
The results validate the students' initial self-assessment regarding their learning styles. Baseline data indicated a  
moderate to high demand for visual aids (M=3.75). The post-intervention data confirmed that this was a genuine  
pedagogical need rather than a preference; students rated the simplification of concepts via visual tools at 4.64  
and the effectiveness of graphics over text at 4.55. The strong correlation between the stated pre-intervention  
need and post-intervention satisfaction suggests that prior difficulties stemmed from a lack of visual structure  
rather than the complexity of the content itself.  
A critical shift occurred in the learner’s confidence. While pre-intervention scores indicated high "Learning  
Readiness" (M=4.05), "Confidence in Learning" was significantly lower (M=3.55), depicting a cohort that was  
motivated but anxious. The intervention bridged this gap, raising confidence in application to 4.54. Furthermore,  
the high score for "Identifying real-world applications" (4.61) suggests that the tool facilitated a move from rote  
memorization to the active synthesis and application of knowledge.  
Finally, the "Overall Perception" score of 4.77 (out of 5.00) indicates near-universal student approval. In the  
context of educational interventions, an average exceeding 4.5 represents exceptional efficacy. This suggests  
that the use of Mind Maps functioned as a critical corrective measure rather than a mere supplementary activity.  
By targeting the specific weaknesses identified in the baseline, specifically differentiation and basic knowledge,  
the tool yielded an approximate 30% increase in self-reported understanding across all measured variables.  
DISCUSSION AND CONCLUSION  
The findings indicate that the Mind Mapping intervention successfully mitigated the cognitive load associated  
with the 17 areas of Supply Chain Technology. The most significant quantitative gain was observed in  
differentiation, where the mean score rose from a low of 3.10 to 4.59 (+1.49). This suggests that the primary  
learning barrier was not a lack of motivation, but the structural complexity of the material. By providing a visual  
hierarchy, the tool enabled students to successfully categorize and distinguish overlapping concepts.  
Furthermore, the results empirically validated the students' pre-existing demand for visual learning support  
(M=3.75). The alignment between this stated need and the high post-intervention satisfaction (M=4.77) confirms  
that the instructional gap was methodological rather than conceptual. Ristiliana (2022) supports this observation,  
noting that mind mapping directly correlates with increased student engagement and active participation by  
catering to diverse cognitive processing styles. Consequently, the intervention fostered a transition in learner  
self-efficacy, moving students from passive hesitation (M=3.55) to active confidence in applying concepts  
(M=4.54).  
This study demonstrates that Mind Mapping is a highly effective pedagogical strategy for complex technical  
subjects. The intervention resulted in a ~30% improvement across all key metrics and the complete elimination  
of uncertainty found in the baseline survey. By resolving the specific challenges of differentiation and  
visualization, the tool transformed the learning experience from one of confusion to mastery. Given the  
exceptional overall perception score of 4.77/5.00, Mind Mapping should be regarded not merely as a  
supplementary activity but as an essential scaffolding tool for enhancing retention and comprehension in a dense  
curriculum.  
ACKNOWLEDGEMENT  
The authors would like to sincerely thank the members of the study and the Faculty of Business and Management,  
Universiti Teknologi MARA Puncak Alam campus, for the opportunities given to complete this research.  
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APPENDIX  
17.  
18.  
19.  
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20.  
21.  
22.  
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