TY - GEN
T1 - The synchronous mapping discussions
T2 - 8th International Conference on Information Visualisation, IV 2004
AU - Glassner, Amnon
AU - Schwarz, Baruch B.
PY - 2004
Y1 - 2004
N2 - Empirical findings on CSCL (Computer Support Collaborative Learning) indicate that argumentative activity and argumentative maps are essential tools in order to foster construction of knowledge and evaluation of information. The current study examined effects of an innovative web tool that provides a graphical representation of synchronous discussion. 54 Grade 7 students from two classes participated in the study. The study tested the effects of: (a) the use of shapes (mapping) representing argumentative functions of the participants' utterances in discussions (e.g. claim, explanation and information) and the use of arrows that represent the connections between utterances; (b) turn taking within the discussion. We tested these effects on the number of relevant claims and arguments expressed, and on the number of chat expressions (e.g. such as nicknames and curses). The results indicate that even without any previous familiarization with tool, the combination of the use of shapes and arrows and of the control over turn taking invites students to express more relevant claims and arguments, and less chat expressions. However, the effect of the use of shapes and arrows was found more dominant.
AB - Empirical findings on CSCL (Computer Support Collaborative Learning) indicate that argumentative activity and argumentative maps are essential tools in order to foster construction of knowledge and evaluation of information. The current study examined effects of an innovative web tool that provides a graphical representation of synchronous discussion. 54 Grade 7 students from two classes participated in the study. The study tested the effects of: (a) the use of shapes (mapping) representing argumentative functions of the participants' utterances in discussions (e.g. claim, explanation and information) and the use of arrows that represent the connections between utterances; (b) turn taking within the discussion. We tested these effects on the number of relevant claims and arguments expressed, and on the number of chat expressions (e.g. such as nicknames and curses). The results indicate that even without any previous familiarization with tool, the combination of the use of shapes and arrows and of the control over turn taking invites students to express more relevant claims and arguments, and less chat expressions. However, the effect of the use of shapes and arrows was found more dominant.
UR - https://www.scopus.com/pages/publications/4644334912
U2 - 10.1109/IV.2004.1320248
DO - 10.1109/IV.2004.1320248
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AN - SCOPUS:4644334912
SN - 0769521770
T3 - Proceedings of the International Conference on Information Visualization
SP - 899
EP - 902
BT - Proceedings - Eighth International Conference on Information Visualisation, IV 2004
PB - Institute of Electrical and Electronics Engineers Inc.
Y2 - 14 July 2004 through 16 July 2004
ER -