Location
University of Windsor
Document Type
Paper
Keywords
AGORA, cognitive load theory, computer-supported argument visualization, critical thinking, learning, Rationale
Start Date
18-5-2011 9:00 AM
End Date
21-5-2011 5:00 PM
Abstract
External representations play a crucial role in learning. At the same time, cognitive load theory suggests that the possibility of learning depends on limited resources of the working memory and on cognitive load imposed by instructional design and representation tools. Both these observations motivate a critical look at Computer-Supported Argument Visualization (CSAV) tools that are supposed to facilitate learning. This paper uses cognitive load theory to compare the cognitive efficacy of RationaleTM 2 and AGORA.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Included in
Cognitive effects of argument visualization tools
University of Windsor
External representations play a crucial role in learning. At the same time, cognitive load theory suggests that the possibility of learning depends on limited resources of the working memory and on cognitive load imposed by instructional design and representation tools. Both these observations motivate a critical look at Computer-Supported Argument Visualization (CSAV) tools that are supposed to facilitate learning. This paper uses cognitive load theory to compare the cognitive efficacy of RationaleTM 2 and AGORA.
