With the increasing popularity of computer-assisted language learning in the past decades, how to teach English reading in the new educational landscape created has become a challenge. Abundant literature has contributed to reading strategy instruction worldwide, however, empirical studies on computer-aided schema strategy training for Chinese university students in the EFL context have been relatively uncommon. This research aimed to find out whether there was a significant improvement in Chinese university students' reading comprehension after schema strategy instruction (SSI) using digital mind mapping (DMM) or not. This research also aimed to demonstrate students' perceptions regarding the positive and negative influencing factors of SSI using DMM. A mixed case study approach was applied due to its complexity and the small number of participants. The data were collected by using semi-structured group interview and reading comprehension tests. The interview data were analyzed quantitatively by using simple percentage analysis and described qualitatively as well. The reading comprehension test data were analyzed quantitatively by using descriptive statistics and non-parametric statistics. It was found that SSI using DMM effectively promoted participants' awareness of schema strategy in reading, however, no significant improvement in reading comprehension scores was found. Furthermore, visualization of DMM, cooperation among participants, and personalized schemata were perceived as positive influencing factors while imbalanced time arrangement, difficulty in cooperative work, and problems with DMM use were considered negative influencing factors of SSI using DMM. In conclusion, this study highlights the potential of concentrated strategy intervention with DMM to enhance EFL learners' reading literacy.