Towards Designing an Adaptive Argumentation Learning Tool
Type
journal article
Date Issued
2019-12
Author(s)
Abstract
Digitalization triggers a shift in the compositions of skills and knowledge needed for students in their future work life. Hence, higher order thinking skills are becoming more important to solve future challenges. One subclass of these skills, which contributes significantly to communication, collaboration and problem-solving, is the skill of how to argue in a structured, reflective and well-formed way. However, educational organizations face difficulties in providing the boundary conditions necessary to develop this skill, due to increasing student numbers paired with financial constraints. In this short paper, we present the first steps of our design science research project on how to design an adaptive IT-tool that helps students develop their argumentation skill through formative feedback in large-scale lectures. Based on scientific learning theory and user interviews, we propose preliminary requirements and design principles for an adaptive argumentation learning tool. Furthermore, we present a first instantiation of those principles.
Language
English
Keywords
adaptive learning
argumentation learning
argumentation mining
HSG Classification
contribution to scientific community
HSG Profile Area
SoM - Business Innovation
Refereed
Yes
Publisher
Proceedings of the International Conference on Information Systems (ICIS) 2019
Publisher place
Munich, Germany
Subject(s)
Division(s)
Eprints ID
259195
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ICIS2019_ArguLearning_Revision.pdf
Size
504.25 KB
Format
Adobe PDF
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