Effect of Mind Mapping on Dental Health Literacy Among Children of Different Age Groups: A Quasi-Experimental Study
DOI:
https://doi.org/10.68599/qt8jhk57Keywords:
Mind mapping, dental health literacy, oral health education, health promotion, visual learningAbstract
Background: Dental health literacy shapes lifelong oral hygiene habits, yet traditional lecture-based health education often fails to engage children meaningfully. Mind mapping, an interactive visual learning tool, may offer a more effective alternative.
Objective: To compare the effect of mind mapping against traditional lecture-based education on dental health knowledge and self-reported practice among children aged 6–14 years.
Methods: A quasi-experimental, pre-test/post-test study was conducted among 180 school children recruited from multiple schools and stratified into three age bands (6–8, 9–11 and 12–14 years), each divided into an intervention (mind mapping) and control (traditional lecture) group. Both groups received a 15-minute session; dental health knowledge and self-reported practice were assessed with a structured questionnaire before and after the session, supplemented by focus group discussions.
Results: Knowledge and self-reported practice improved from pre- to post-session across the measured indicators. Correct identification of regular brushing as a means of preventing tooth decay rose from 33.0% to 41.7%; awareness that dental visits should occur every six months rose from 14.8% to 26.1%; and correct first-aid knowledge for an avulsed permanent tooth (visit the dentist immediately) rose sharply from 26.1% to 97.9%. Focus group feedback indicated that children found mind mapping more enjoyable and easier to follow than lecture-based sessions, particularly in the youngest age band.
Conclusion: Mind mapping shows promise as an engaging, low-cost tool for improving children's dental health literacy, with the clearest gains in procedural/first-aid knowledge. These findings should be interpreted as preliminary, and a properly powered, group-disaggregated trial is recommended before firm conclusions are drawn about the comparative effectiveness of mind mapping versus traditional lecture-based education.
