Please use this identifier to cite or link to this item:
Title: Boundary Conditions for Applying Argumentative Diagrams
Authors: Van Amelsvoort, Marije
Breugelmans, and Seger
Issue Date: Jul-2007
Publisher: International Society of the Learning Sciences, Inc.
Citation: Van Amelsvoort, M. & Breugelmans, a. (2007). Boundary Conditions for Applying Argumentative Diagrams. In Chinn, C. A., Erkens, G., & Puntambekar, S. (Eds.), The Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 2 (pp. 723-725). New Brunswick, NJ, USA: International Society of the Learning Sciences.
Abstract: In this paper, we examine two factors that may influence the use of diagrams in computer-supported collaborative argumentation-based learning: students' preference for and ability to construct and read argumentative diagrams as opposed to argumentative texts, and the complexity level of presented information. Fifty-two high school students and 74 undergraduates completed a questionnaire on preference for argumentative texts or diagrams with different levels of difficulty. The high school students were also asked to construct texts and diagrams. Results show that preference for textual or diagrammatic representation depends on the level of difficulty of the represented information. The results suggest that learning with argumentative diagrams is only perceived to be beneficial with a medium level of information complexity. Sub optimal diagram construction in our previous studies on computer-supported collaborative learning may have been due to the complexity of the information.
Appears in Collections:CSCL 2007

Files in This Item:
File SizeFormat 
723-725.pdf92.69 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.