An examination of the effects of argument mapping on students’ memory and comprehension performance

The effects of argument mapping-infused critical thinking instruction on reflective judgement performance

“…Though research by Dwyer et al (2011) andStewart (2013) suggests that the hierarchical organisational properties of AM (which are commensurate with HO) is a crucial feature that allows for enhanced recall and CT performance when working with AMs, it remains that, in comparison with AM, HO is essentially a text-based learning strategy in which the structure of an argument is represented as a linear flow of text without the full complement of organisational advantages possessed by AM (e.g. "box-and-arrow" structuring and colour cues to represent reasons, objections, and rebuttals).…”

Exploring effects of background context familiarity and signaling on comprehension, recall, and cognitive load

“…first, second and finally), overviews, summaries and previews, can assist readers by serving as organising devices for forming coherent representations tied to better comprehension. Dwyer (2011) andDwyer, Hogan, andStewart (2013) suggested that a different type of organising device, argument mapping (focusing on relationships among propositions by organising information hierarchically in a visual representation), also can facilitate immediate recall and critical thinking ability. A further function of signalling is reducing cognitive load (Mautone & Mayer, 2001).…”

Development of software to support argumentative reading and writing by means of creating a graphic organizer from an electronic text

“…Because electronic documents have become increasingly popular, research is being conducted on reading strategies for online documents or digital texts depending on students' learning strategies and the strategies' suitability under particular circumstances (Hsieh and Dwyer 2009;Hermena et al 2017;Ben-Yehudah and Eshet-Alkalai 2018). Various computer software programs are being developed to guide beginner students' reading strategies by providing functions such as prompts (Britt and Aglinskas 2002;Stadtler and Bromme 2008;Park and Kim 2016), graphic organizational frameworks (Chang et al 2001;Liu et al 2010;Pirnay-Dummer and Ifenthaler 2011;Ponce et al 2012;Dwyer et al 2013;Ponce, et al 2013;Kiili et al 2016), and underlining and annotation functions (Glover et al 2007;Wolfe 2000;Chen et al 2012;van Horne et al 2016;Winne et al 2017;Yanikoglu et al 2017; for a review, see Wolfe 2002) as well as mobile reading software (e.g., Chen et al 2011;Chen and Lin 2014). Some of these functions directly liaise with digital texts and can automatically retrieve key points from the text, while others allow students to manually input answers or manipulate the texts in order to prompt their deeper thinking.…”