Daniel Chang
Michael Pin-Chuan Lin
Gwo-Jen Hwang- 1Faculty of Education, Simon Fraser University, Burnaby, BC, Canada
- 2Faculty of Education, Mount Saint Vincent University, Halifax, NS, Canada
- 3Graduate Institute of Educational Information and Measurement, National Taichung University of Education, Taichung City, Taiwan
- 4Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei City, Taiwan
- 5College of Management, Yuan Ze University, Taoyuan City, Taiwan
A Correction on
Charting the field: a review of argument visualization research for writing, learning, and reasoning
by Chang, D., Lin, M. P.-C., and Hwang, G.-J. (2025). Front. Educ. 10:1672105. doi: 10.3389/feduc.2025.1672105
In the original article, there was an error in the first sentence of the Abstract. The corrected abstract is below.
Many research studies imply that argument mapping can enhance writers' abilities in argumentation and critical thinking; however, we need to consolidate the available evidence as the first step to better understand the scope and coverage of these tools. Therefore, this paper adopts a scoping review methodology guided by the PRISMA-ScR framework. Through this systematic scoping approach, we aim to map the breadth of research on argument visualization and learning by identifying key themes and fields and highlighting gaps in empirical studies. By synthesizing existing evidence across disciplines and contexts, we hope that the scoping review will provide a foundation for future research directions, particularly in the areas of experimental validation and pedagogical design. This consolidation is especially timely given the rapid expansion of online and hybrid learning environments where such tools could provide crucial cognitive scaffolding.
The original version of this article has been updated.
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Keywords: argument visualization, critical thinking, reasoning, writing skills, argument mapping, cognitive scaffolds
Citation: Chang D, Lin MP-C and Hwang G-J (2026) Correction: Charting the field: a review of argument visualization research for writing, learning, and reasoning. Front. Educ. 10:1764345. doi: 10.3389/feduc.2025.1764345
Received: 09 December 2025; Revised: 09 December 2025;
Accepted: 15 December 2025; Published: 07 January 2026.
Edited and reviewed by: Maurizio Sibilio, University of Salerno, Italy
Copyright © 2026 Chang, Lin and Hwang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Daniel Chang, ZHRoN0BzZnUuY2E=