Add to ORKGExternal 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
Kirschner, P. A., Ayres, P., & Chandler, P. (2011). Contemporary cognitive load theory research: The...
The purpose of this research was to investigate the instructional effects of argument visualization ...
Research has shown that the construction of visual representations may have a positive effect on cog...
An invited commentary on a paper by Michael Hoffmann on argument visualization tools
Computer-supported collaborative learning (CSCL) environments, in particular environments where stud...
Computer-supported collaborative learning (CSCL) environments, particularly environments where stude...
Computer-supported collaborative learning (CSCL) environments, particularly environments where stude...
Cognitive load theory (CLT) can provide guidelines to assist in the presentation of information in a...
Cognitive load theory (hereafter CLT; see Sweller, 2006; Sweller, van Merrienboer & Paas, 1998; Swel...
Kirschner, P. A., Kirschner, F. C., & Paas, F. (2009). Cognitive load theory. In E. M. Anderman & L....
Argument mapping (AM) is a method of visually diagramming arguments using a 'box and arrow' format w...
Cognitive-load researchers attempt to engineer the instructional control of cognitive load by design...
Cognitive load is a theoretical notion with an increasingly central role in the educational research...
There is substantial evidence from many domains that visual representations aid various forms of cog...
This research takes the stance that identifying a previously unseen design example is a problem-solv...
Kirschner, P. A., Ayres, P., & Chandler, P. (2011). Contemporary cognitive load theory research: The...
The purpose of this research was to investigate the instructional effects of argument visualization ...
Research has shown that the construction of visual representations may have a positive effect on cog...
An invited commentary on a paper by Michael Hoffmann on argument visualization tools
Computer-supported collaborative learning (CSCL) environments, in particular environments where stud...
Computer-supported collaborative learning (CSCL) environments, particularly environments where stude...
Computer-supported collaborative learning (CSCL) environments, particularly environments where stude...
Cognitive load theory (CLT) can provide guidelines to assist in the presentation of information in a...
Cognitive load theory (hereafter CLT; see Sweller, 2006; Sweller, van Merrienboer & Paas, 1998; Swel...
Kirschner, P. A., Kirschner, F. C., & Paas, F. (2009). Cognitive load theory. In E. M. Anderman & L....
Argument mapping (AM) is a method of visually diagramming arguments using a 'box and arrow' format w...
Cognitive-load researchers attempt to engineer the instructional control of cognitive load by design...
Cognitive load is a theoretical notion with an increasingly central role in the educational research...
There is substantial evidence from many domains that visual representations aid various forms of cog...
This research takes the stance that identifying a previously unseen design example is a problem-solv...
Kirschner, P. A., Ayres, P., & Chandler, P. (2011). Contemporary cognitive load theory research: The...
The purpose of this research was to investigate the instructional effects of argument visualization ...
Research has shown that the construction of visual representations may have a positive effect on cog...