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Effectiveness of computer-assisted argument mapping for comprehension, recall, and retention

机译：计算机辅助参数映射对于理解，回忆和保留的有效性

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摘要

Compared to traditional pen-and-paper presentation of information, computer-assisted argument mapping seems to be more efficient in developing lower order thinking skills such as memory and comprehension. The present study investigated the impact of argument map construction and reading via computer versus pen and paper on English as a foreign language (EFL) majors' comprehension, recall, and retention of argumentative texts. To this end, 120 Iranian EFL undergraduates were divided into low and high proficiency levels after taking a language proficiency test. Next, they were randomly assigned to two experimental groups; each group received 12 sessions of argument mapping instruction, one via computer and the other via pen and paper. At the end of the term, participants randomly received two argument map sizes (small vs. large) and were given 15 minutes to read the maps. Then tests of recall and comprehension relevant to the maps were administered, followed by a test of retention within a two-week interval. The results revealed that after controlling for spatial and verbal covariates, the type of treatment had a significant effect on recall, retention, and comprehension, with the software group outperforming the pen-and-paper group; however, proficiency level and argument size did not show any significant effect.
机译：与传统的纸质信息展示相比，计算机辅助的论证映射在培养诸如记忆和理解力之类的低阶思维技能方面似乎更为有效。本研究调查了论据图的构建和通过计算机与笔和纸的阅读对英语作为外语（EFL）专业学生对论据文本的理解，回忆和保留的影响。为此，经过语言能力测试后，将120名伊朗EFL大学生分为低和高水平。接下来，将他们随机分配到两个实验组中。每个小组都接受了12节参数映射指令，其中一节通过计算机，另一节通过笔和纸。学期末，参与者随机获得两个参数图大小（小与大），并给予15分钟的时间来阅读图。然后进行与地图相关的回忆和理解测试，然后进行两周间隔内的保留测试。结果表明，在控制了空间和言语的协变量之后，处理类型对召回率，保留率和理解力有显着影响，其中软件组的表现优于纸和纸。但是，熟练程度和论据规模没有显示任何显着影响。

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