Digital mapping tools slow down students' judging and categorizing of online material, prompting collaborative negotiation of how to make sense of a controversy¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2018 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Interaction with network visualization tools slows the process of judging and categorizing online material and prompts productive collaborative negotiation among students. → Solli 2018

Evidence¶

Solli 2018¶

Solli, A., Mäkitalo, Å., & Hillman, T. (2018). Rendering controversial socioscientific issues legible through digital mapping tools. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-018-9286-x

q2 · i? · qualitative · r3

Interaction analysis of 90 minutes of synced video and screen-capture recordings of one upper secondary group mapping the HPV vaccine controversy, showing how tool features and student logics interacted. The analysis shows "alignments and misalignments between the digital tool" and student logics prompted negotiation of how to make sense of a controversy.

"alignments and misalignments between the digital tool used and students’own logics prompted students to engage in productive collaborative negotiation of how to make sense of a controversy."

Discussion¶

Learner Variables¶

• Processing Speed — outcome: instruction changes it

Related Claims¶

• The software's content-blind structure makes important controversy actors difficult to find, prompting students to repurpose tool features to the task — related
• Digital network mapping tools support students in critically selecting and reviewing online data on socio-scientific controversies — a narrower finding that bears on this claim
• Students orient to visually prominent nodes (large, central) when beginning to categorize actors on a controversy map — a narrower finding that bears on this claim
• Categorizing claims on a website required students to read and interpret content beyond what the visualization tool provides, including evaluating trustworthiness — a narrower finding that bears on this claim
• The mere presence of another person with different knowledge slows egocentric judgements, unaffected by cognitive load — related
• KBDeX visualization and knowledge building rubrics engaged PSTs in continuous monitoring, analysis, negotiation, synthesis, and identification of promising inquiry routes — related
• Simulation functions as a site where professional knowledge is produced, negotiated, and reshaped, not merely a tool for skill rehearsal — related