Building Arguments Together or Alone? Using Learning Analytics to Study the Collaborative Construction of Argument Diagrams

In Brian K. Smith, Marcela Borge, Emma Mercier & Kyu Yon Lim (eds.), Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017. pp. 589-592 (2017)
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Abstract

Research has shown that the construction of visual representations may have a positive effect on cognitive skills, including argumentation. In this paper we present a study on learning argumentation through computer-supported argument diagramming. We specifically focus on whether students, when provided with an argument-diagramming tool, create better diagrams, are more motivated, and learn more when working with other students or on their own. We use learning analytics to evaluate a variety of student activities: pre and post questionnaires to explore motivational changes; the argument diagrams created by students to evaluate richness, complexity and completion; and pre and post knowledge tests to evaluate learning gains.

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Maralee Harrell
University of California, San Diego

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