Can #AI improve team-based #argumentation beyond the benefits of group work and #argumentMapping?
In a 6-week quasi-experiment with 67 Indonesian students, the AI-assisted group developed more well-rounded arguments and showed more "group efficacy".
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Another paper fails to report that #argumentMapping causes improved #criticalThinking.
The paper reports the pre- vs. post improvement only within the treatment group (without comparing that improvement to the control group's improvement). And, of course, that is not the analysis we would need to determine if argument mapping causes benefits.
Can #AI help improve #argumentation courses?
Students learning English as a foreign language (#EFL) were randomly assigned to one of two #argumentMapping courses.
Both courses had the same instructor and used the same online collaborative argument mapping tool (#Kialo), but only one course trained students to prompt #OpenAI’s #chatGPT for assistance.
The class that used the #chatbot achieved more?
https://doi.org/10.1007/s10639-024-12986-4
(I'm not sure I follow all of the analysis. Feel free to clarify if you understand better than I do.)
Today I present fresh results from two semesters of waitlist control trials at our 2nd annual #Teaching and #Learning Symposium. Did #argumentMapping improve individual students' critical thinking and persuasive writing (on average)?
The prior between-group research didn't control for instructor(s), teaching style (active vs. lecture), interaction (individual vs. group learning), course topic, classroom, day, etc. So I did.
The results are surprising me!
Does data visualization help people overcome mathematical biases like base rate neglect?
Not necessarily. In fact, one experiment on master’s students found that “when base rate information [was] presented visually, participants answered significantly more biased than when information [was] presented textually.“
If mapping arguments improves critical thinking, then argument mapping skills should correlate with critical thinking skills, right?
Alas, they didn't correlate among 115 Advanced Placement students across 4 high schools who mapped arguments for universal basic income (from a Douglas Murray article).
proquest.com/docview/2915819770/abstract/336A7C32595F4464PQ/1
Does learning how to map the logic of arguments improve reasoning skills? 
In a paper about a different pedagogical technique, Javier Hidalgo reports that his Argument Mapping course didn’t result in significantly better post-test reasoning test performance (compared to pre-test)!
Free accepted manuscript: https://philpapers.org/rec/HIDTCT-2
All instructors should be doing this kind #teaching #assessment!
How should #education and #science adapt in the #AI boom? My latest thoughts 
It started as a grumpy list of #academic misconceptions about #LLMs. That list largely survived, but — thanks to questions from #AuthorityMagazine — I considered broader and more productive points as well, like the academic job market.
More topics:
#Logic
#Psychology
#QuantMethods
#higherEd
#teaching
#writing
#argumentMapping
#jobMarket
#ethics
#risk
#quotes
[more]
Replied in thread
Thanks to @DailyNous for posting and especially to Alex for contextualizing the initial claim about argument mapping (from the pull quote):
TLDR; there are least 4 problems with the claim that "Argument mapping is about twice as effective at improving student critical thinking as other methods".
Continued thread
People with relevant experience, potential opinions, and/or followers therewith: @rrrichardzach, @UlrikeHahn, @consequently, @colin, @RanaldClouston, @CubeRootOfTrue, @Inquiry
Relevant topics: #CriticalThinking #edu #higherEd #teaching #learning #research #preregistration #writing #argumentMapping #visualization
Should instructors enable students to use #generativeAI on assignments?
Today I’m facilitating a collaborative workshop on #AI in #edu at
Stevens Institute of Technology.
After I introduce argument mapping and browser-based chatbots, we'll map supporting arguments, objections, and counter-objections—with help from #LLMs, perhaps.
Example map: kialo.com/63741
What kinds of interactions distinguish high- from low-performing groups (when it comes to #criticalThinking)?
56 #students were split into groups of 4 to do some #argumentMapping.
Video content analysis found the top 27% of groups
- interrupted less
- had more positive, fewer negative interactions
- joked, laughed, and smiled more (sometimes to diffuse potential conflict)
than the bottom 27% of groups.
(N = 56, 14 groups of 4)