Chapter 13: Argument Diagrams and Learning: Cognitive and Educational Perspectives

Argument diagrams are visual representations of interlinked claims, arguments and counterarguments that can be created and modified by small groups of students interacting on the same screen. Such elements of argument diagrams commonly take the form of small text boxes. Mostly, these diagrams are constructed by participants working on a computer using dedicated software. Rather than making an inventory of argument diagram software, the focus in our chapter will be on learning outcomes associated with use of such software, and the processes that lead to them. It is assumed that constructing these argument representations in collaboration has several advantages over arguing without the use of argument diagrams. However, whether such advantages result in significant gains in terms of learning is a consequence of complex interplay between various aspects of the learning situation such as the type of assignment, the way diagrams are precisely exploited within the assignment, and the learning gains envisaged. We distinguish four different types of learning outcomes associated to the use of argument diagrams in learning contexts: (1) knowledge acquisition; (2) improving collaboration; (3) knowledge management; and (4) knowledge building/creation. These learning outcomes are not mutually exclusive, but indicate the main focus of learning goals of students, the instructional design by teacher or researcher as well as the assessment of the outcomes. Our claim is that research on argument maps should ask questions that take into account the type of learning that is at stake, which will thus determine the methodology applied for experimentation and analysis.