The present study aimed to reveal the effectiveness of the use of electronic mental maps on the direct and delayed achievement in science for elementary students in the province of Bisha. The study sample was divided into two groups: an experimental group (30) students and a control group (30) students. In order to achieve the objectives of the study, the quasi-experimental method was used for the experimental and control groups. The results also showed that there are statistically significant differences between the mean of the experimental group in the pre and post measurements to test the direct and postponed cognitive achievement in favor of the post measurement. In light of these results, the study made a number of recommendations, including the proven effectiveness of the mental maps pattern in the development of direct and postponed cognitive achievement. Encourage faculty members in all educational stages and all disciplines to use mental maps in different educational situations, and use them as a visual means to organize knowledge and information proved to be highly useful. Conduct training courses for teachers and faculty members in various educational stages dealing with the skills of dealing with authoring tools and the production of electronic mental maps to take advantage of its potential in obtaining mental maps with high educational and technical specifications.