Let's argue over it: Are argumentation skills better learned collaboratively or individually?
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Transcript of Let's argue over it: Are argumentation skills better learned collaboratively or individually?
Hello world I am Irene!
Let’s argue over it: Are argumentation skills better learned
collaboratively or individually?
Irene-Angelica Chounta, Bruce M. McLaren, Maralee Harrell
Carnegie Mellon University
Learning argumentation: together/alone
• the construction of visual representations may have a positive effect on understanding and cognitive skills
• collaboration benefits learning to argue and understanding arguments
Research Question
Does collaborative, computer-supported argument diagramming lead to better understanding of arguments and better argumentation skills than individual argument diagramming?
A tool to “build” better arguers: LASAD
Study setup
• 19 students
• 2 conditions experimental: 11 students control: 8 students
• 3 arguments over 3 sessions
Metrics of Activity
#create, #modify/edit, #deletes, #nodes, #relations etc.
Pre-knowledge testsPre-QuestionnairesPrior knowledge, orientation towards challenge, effort regulation, perceived importance, preference, satisfaction etc.
Methodology
Post-knowledge TestsDiagram AssessmentsPost QuestionnairesCorrectness & completeness
Results (1) Groups/individuals and activity
• Groups show more intense activity than individuals – 60% more….
• Similar volume of content • Diagrams assessment :
Group grades > Individual GradesSo maybe higher activity -> more discussions -> better solutions?
Results (2)Groups/individuals and motivation
• Groups scored higher learning gains (post – pre = 1.968) but not statistically significant
• Individuals scored similarly in the pre and post (post – pre = - 0.07)
• But groups had lower pre-test…. A lot of room for improvement? *(post groups = post individuals)
Results (3)Groups/individuals and learning gain
Experimental & control condition NOT significantly different
Discussion (1)
• Addressing learning analytics: how is it different from the analysis of learning in educational research?– An attempt to operationalize learning “indicators”
using technology
Discussion (2)
• Addressing the learning design of the study
– “Keep it simple” (one phase, no intermediate interventions) is not always “better”
– Collaborative aspect had a beneficial impact both with respect to the students’ confidence and the grades
• Using software tools to increase motivation and performance?– the tools alone might not be enough
Work in progress
• Create & apply advanced learning designs to study the effect on students’ motivation and learning gains (multiple phases, interventions)
• Use learning analytics to monitor and guide the learning process
A collaboration script for argumentation(1)
Phase 1
Condition A Condition B
Phase 2
Research hypothesis: Students in Condition B will:- identify premises more effectively;- construct better argument maps;- have higher learning gains than students in Condition A
[1] Scheuer, O., et al. "Promoting critical, elaborative discussions through a collaboration script and argument maps." Instructional Science 41.3 (2013): 2.
Focus on the Learning Design
Debate simulation
Top Level
Greens Blues
Middle Level
Bottom Level Focus on the Learning Analytics
The end.