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

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Included in

Philosophy Commons

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May 18th, 9:00 AM May 21st, 5:00 PM

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.