The efficacy of a Web-based counterargument tutor

In two experiments, we developed and tested an interactive Web-based tutor to help students identify and evaluate counterarguments. In Experiment 1, we determined the extent to which high- and low-argumentationability participants were able to identify counterarguments. We tested the effectiveness of having participants read didactic text regarding counterarguments and highlight claims. Both preparations had some positive effects that were often limited to high-ability participants. The Web-based intervention included interactive exercises on identifying and using counterarguments. Web-based presentation was state driven, using a Java Server Pages page. As participants progressively identified argument elements, the page changed display state and presented feedback by checking what the user clicked against elements that we had coded in XML beforehand. Instructions and feedback strings were indexed by state, so that changing state selected new text to display. In Experiment 2, the tutor was effective in teaching participants to identify counterarguments, recognize responses, and determine whether counterarguments were rebutted, dismissed, or conceded.