Boundary conditions for applying argumentative diagrams

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.