Help design in a computer-based learning environment teaching argumentation skills through the use of double-content-examples

Learning with self-explaining examples is an effective method in well-structured domains. We analyzed this method in teaching the complex skill of argumentation. In an experiment we compared three conditions (n = 47 students of educational sciences) that differed with respect to whether and how the processing of the examples was supported by different help functions. The analysis of the video-based examples was either supported by additional examples displaying the equivalent argumentative structure or by Conceptmaps visualizing the argumentative structure. The control group received no help. We found that examples of argumentation could be successfully employed in order to teach skills of argumentation. Covariance Analysis revealed no main effect of help design on learning outcome. However there was a significant effect of learners’ help seeking activities. Learners who used the help facilities more often showed significant higher learning outcomes. Principal based help facilities (concept maps) thereby were most accepted by the learners.