Comparing graphical and textual preparation tools for collaborative argumentation-based learning

In our research, part of a European project named SCALE(1), we study the effects of graphical and textual preparation tools on the quality of interaction in computer-supported collaborative argumentation-based learning. Students in upper secondary education had to discuss a topic in pairs, and write a collaborative argumentative text in an electronic environment. This was preceded by an individual phase in which students read information, and represented their individual opinion on the topic either in a text or in a diagram. These individual products were available for inspection during the collaborative phase. We study the way students broaden and deepen the space of debate on this topic.