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SFU Thesis Template Files Pedagogical Efficacy of Argument Visualization Tools by Hui Niu Master of Arts, Simon Fraser University, 2006 Master of Engineering, Harbin institute of Technology, 1998 Bachelor of Arts, Harbin institute of Technology, 1997 Bachelor of Engineering, Harbin institute of Technology, 1996 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Educational Technology & Learning Design Program Faculty of Education ≤ Hui Niu 2016 SIMON FRASER UNIVERSITY Summer 2016 Approval Name: Hui Niu Degree: Doctor of Philosophy Title: Pedagogical Efficacy of Argument Visualization Tools Examining Committee: Chair: Alyssa Wise Associate Professor John Nesbit Senior Supervisor Professor Phil Winne Supervisor Professor David Kaufman Internal/External Examiner Professor Perry Klein External Examiner Associate Professor Faculty of Education Western University Date Defended/Approved: July 27th, 2016 ii Ethics Statement iii Abstract The purpose of this research was to investigate the instructional effects of argument visualization tools (AVTs) by developing and evaluating the use of a tool called the Dialectical Map (DM). In a laboratory experiment, each of 125 participants was randomly assigned to one of three groups: a DM Group that studied with the DM and received training on argumentation concepts, an Argue Group that received argumentation training only, and a Control Group that received no training and did not use the DM. Pre- test data were collected on participants’ basal free-recall ability and judgment of learning. After studying an expositional text on fracking, participants gave a judgment of learning and were tested on critical thinking, recall and comprehension, and argumentative writing. Studying with the DM increased confidence in learning, recall and comprehension, and the use of argumentation in a writing task. In addition to the laboratory experiment, three semester-long classroom implementations were conducted with undergraduate students. Both the instructor and students expressed positive attitudes with their DM experiences. Findings from this thesis provide an insight into prior research on educational benefits of AVTs and have instructional implications for incorporating effective AVTs, such as the DM, in classrooms. Future research will continue on gathering data from multiple settings to improve the design and applications of the Dialectical Map. Keywords: Computer mediated learning; argumentation; argument visualization tools; the Dialectical Map; argumentative writing; pedagogical efficacy iv Dedication To the brain cells that bravely gave their lives in the writing of this thesis. v Acknowledgements Is getting a PhD a big deal? It depends. On one hand, it is undeniably the highest and most prestigious degree one can accomplish in a given field. On the other hand, there is still so much I don’t know. The more I learn about it, the more I realize this… so much so that I almost feel I don’t deserve this. And how is reaching this milestone going to change my life? Or in a sense is my life just starting after bidding my perpetual student status adieu? I will need to keep improving myself. Perhaps another PhD (do I ever learn?) and go through the ultimate pondering more than too often: WHY AM I HERE? It may take a lifetime to reach the answers, or longer, after I figure out whether time and space are actually just an illusion. At this moment, I would like to reflect on my long journey and thank all the people who have accompanied me while I take this important step forward. First of all, I would like to express my most sincere gratitude to my senior supervisor, Dr. John Nesbit, for his selfless and constant support of my research and study. It was his outstanding academic reputation, profound knowledge of the field, and great personality that drew me to his program for a PhD in the first place. I’ll always appreciate this once- in-a-lifetime opportunity to have learned from and worked with him. I would also like to thank Dr. Phil Winne for his brilliant and insightful comments and advice. As a world- renowned scholar and busy executive, Phil always finds time for his students. During my educational career at SFU, both my supervisors supported me with a great amount of knowledge, patience, and compassion. I couldn’t ask for a better committee, it has been a true honour. This may not be conventional, but I would like to mention that I am thankful to have Dr. Perry Klein as my external examiner, Dr. David Kaufman as my internal examiner, and Dr. Alyssa Wise as the chair for my defense. I would also like to thank Joan Sharp and her students for their enthusiastic participation in using the instructional tool I developed. Their positive feedback gave me a great deal of confidence in carrying out further research beyond this thesis. vi My research wouldn’t have been possible without my wonderful colleagues, especially Liam Doherty, for his exceptional talent, skills, and generosity with his valuable time; Arita Liu, for her prompt, professional assistance and friendship; and Zahia Marzouk, for coordinating the lab schedules and helping me greet research participants. I’d also like to offer my special thanks to Drs. Carter, Jackson, and Hosken for being my inspiration, role models, and confidants. From them I learned how to be persistent and fearless, and more importantly, how to love and enjoy life while under pressure (butter chicken and lime bars are the key to success). With their bodacious, awesome adventures and quixotic philosophies, they convinced me that being a nerd is actually COOL. For the time being, I am not entirely certain if I should thank the Muses for always visiting me at the weirdest hours, possibly due to the time differences. I appreciate all the breakthroughs those encounters had enabled. However, as a side effect, I am now afraid of natural light and allergic to fresh air. My gratitude remains arguable. Last but not least, I am very grateful to have an amazing family and great friends who always supported and believed in me, even when I doubted myself… Looks like they were right. vii Table of Contents Approval .......................................................................................................................... ii Ethics Statement ............................................................................................................ iii Abstract .......................................................................................................................... iv Dedication ....................................................................................................................... v Acknowledgements ........................................................................................................ vi Table of Contents .......................................................................................................... viii List of Tables .................................................................................................................. xi List of Figures................................................................................................................ xiii Chapter 1. A Summary of the Research .................................................................... 1 1.1. Background ............................................................................................................ 1 1.1.1. Argumentation ........................................................................................... 1 1.1.2. Argumentation and Learning ...................................................................... 3 1.1.3. Argument Visualization Tools (AVTs) ......................................................... 4 1.1.4. Theories Germane to Argument Visualization and AVT ............................. 4 1.1.5. Empirical Findings on AVT Applications ..................................................... 6 1.2. Rationale ................................................................................................................ 7 1.3. Development of the Dialectical Map (DM) ............................................................... 8 1.4. Research Questions ............................................................................................... 9 1.5. Method ................................................................................................................. 11 1.6. Results ................................................................................................................. 12 1.7. Classroom Implementations ................................................................................. 13 1.8. Conclusion ............................................................................................................ 13 1.9. Thesis Structure ................................................................................................... 14 Chapter 2. Literature Review ................................................................................... 15 2.1. What is Argumentation? ....................................................................................... 15 2.1.1. The Toulmin Model .................................................................................. 16 2.1.2. Walton’s Argumentation Schemes ........................................................... 18 2.1.3. Dialectical Argumentation ........................................................................ 20 2.2. Argumentation and Learning................................................................................
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