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.
Statements
Publisher’s note
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.
Summary
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
Volume
10 - 2025
Edited and reviewed by
Maurizio Sibilio, University of Salerno, Italy
Updates
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, dth7@sfu.ca
Disclaimer
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.