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Adaptive Support for Graphical Argumentation - The LASAD Approach.

Oliver Scheuer; S. Niebuhr; Toby Dragon; Bruce McLaren; N. Pinkwart
In: IEEE Learning Technology Newsletter, Vol. 14, No. 1, Pages 8-11, 2012.


In the past two decades, approaches to support argumentation learning through graphical representations have gained considerable attention, particularly in collaborative settings (Scheuer et al., 2010). In collaborative graphical argumentation, students create argument diagrams in a shared workspace; boxes represent statements and links represent argumentative or rhetorical relations between statements. The diagrams sometimes capture the argumentative structure of texts given to students, sometimes outline the lines of argumentation to help students prepare the writing of new texts, and sometimes represent structured discussions between students. Many reasons have been cited as to why graphical argument representations are beneficial for learning, e.g., they make argument structures explicit, encourage reflection on basic concepts of argumentation, reduce cognitive load, help systematically explore a space of debate, facilitate the evaluation of arguments, serve as resources and stimuli for discussions, and facilitate automated argument analysis (e.g., Suthers, 2003; Andriessen, 2006; Scheuer et al., 2010).