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.