Mapping Learning: Why Maps Matter in Education

When we think of maps, we usually picture navigation, streets, landmarks, destinations. But maps are just as powerful when it comes to learning.

They help us see the big picture of a subject, the order in which things happen, and how different elements are connected. For learners, this big picture view matters. It allows for planning, but also for customisation; choosing a route that works best for you. Sometimes that’s a direct path. Other times, the real learning comes from detours, unexpected turns, and even dead ends.

Maps as Conceptual Tools

Concept Maps are a simple but effective way to make complex ideas clear. They combine visuals with minimal text to show relationships that would be harder to explain in words alone. Research shows that combining words with pictures improves learning. Richard Mayer calls this the multimedia principle: learners understand better from words and visuals than from words alone (Mayer, 2009)

By laying out information spatially, maps make patterns visible, highlight connections, adn invite exploration. They transform learning from something linear into something interactive and personal.

Maps in Museum Learning

In my recent mususem learning project, I used a map as a menu. This was a way for learners to choose their own journey through the training. The starting point was clear, and so was the destination. But the storytelling happened in between, as learners selected their own stopping points along the way.

This design opened space for choice, detours, and reflection. A direct route could take someone to the end quickly, but often it is the diversions and false starts that create the richest learning. In that sense, the map wasn’t just a navigation tools, but a storytelling device, giving structure while still allowing freedom.

Why Maps Work in Learning

  • The provide a bird’s-eye view, making it easier to organise and recall information (Novak & Canas, 2008).

  • They support self-directed learning, letting individuals adapt routes to their own needs (Ausubel, 1969)

  • They combine visual and verbal information, reinforcing memory and understanding (Mayer, 2009)

  • They encourage exploration, which connects well with constructivist approaches to learning, where meaning is built through active discovery.

Conclusion

Maps in learning aren’t just about showing “where to go.” They are about framing the journey, encouraging exploration, and giving learners control. They help us see both ‘the whole’ and ‘the parts’, and remind us that the best learning often happens on detours.

References

  • Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart & Winston.

  • Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press.

  • Novak, J. D., & Cañas, A. J. (2008). The Theory Underlying Concept Maps and How to Construct and Use Them. Technical Report IHMC.