Students orient to visually prominent nodes (large, central) when beginning to categorize actors on a controversy map¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The map's algorithmically determined node size and centrality guide students' initial perception and categorization of actors. → 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

Episode 1 interaction analysis shows students began by "orient to visually large, centrally located nodes," categorizing them using the tool's colorization feature, guided by size proportional to inbound hyperlinks and centrality of placement.

"The map as mediational means offers starting points to examine the nodes m ade prominent by the algorithms in the visualization tool. The excerpt shows how the students are orient to visually large, centrally located nodes."

Discussion¶

Learner Variables¶

• Visual Processing — predictor: learners who differ on it differ in outcomes

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 broader claim this one bears on
• Digital mapping tools slow down students' judging and categorizing of online material, prompting collaborative negotiation of how to make sense of a controversy — a broader claim this one bears on
• Categorizing claims on a website required students to read and interpret content beyond what the visualization tool provides, including evaluating trustworthiness — related