心智圖是一項強大的技術，通常被運用於陳述性知識的教學，但鮮少使用於記錄程序性知識。在本研究中，我們將數位心智圖引入至一門目標為教授程序性知識的課程裡使用，參與者在為期12週的公開演講課程中，應用心智圖來統整程序性知識。數位心智圖軟體令我們能夠收集、分析使用者對程序性知識進行總結和修改的行為日誌。這些行為日誌檔案被更進一步地用於找出可以顯著預測學習者後測表現之行動，以及分析具有不同概況之學習者（從課堂中獲益最多與最少的人）的行為序列。創造及修改心智圖過程中的行為和動作模式能夠預測學習成果此一發現，對教育專家和學者而言都非常重要，也彰顯加強既存的數位心智圖工具之重要性，以及透過學生的心智圖繪製行為來診斷出落後學生的可行性。此外，探討心智圖用於程序學習的研究，可以拓展心智圖的應用領域，同時增進我們對教學程序知識的理解。

Mind mapping is a powerful technique that is often used for teaching declarative knowledge but rarely implemented to record procedural knowledge. In the present study, digital mind mapping was implemented in a course aiming at teaching the procedural type of knowledge. During 12-week public presentation course, the participants in the control group summarized their procedural knowledge in linear notes while the experimental group summarized it in digital mind maps. Mind mapping software was utilized as a learning tool and an instrument to collect and analyze user behavior logs during summarizing and revision of the procedural knowledge. Moreover, the same logs were used to find actions that were associated with learners’ significant skill improvement throughout the course and analyze behavior sequences of different profiles of learners (those who improved above and below average). The discovery of actions and behavior patterns during the creation and revision of mind maps corresponding to learning outcomes provides important suggestions to enhance existing digital mind mapping tools and diagnose falling behind students based on their mapping behavior. Moreover, the implementation of mind mapping for procedural learning expands the area of mind map research and enlarges our understanding of teaching procedure knowledge.

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