REVIEW article
Front. Educ.
Sec. Digital Learning Innovations
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1672105
Charting the Field: A Review of Argument Visualization Research for Writing, Learning, and Reasoning
Provisionally accepted
- 1Simon Fraser University Faculty of Education, Burnaby, Canada
- 2Athabasca University Faculty of Humanities and Social Sciences, Athabasca, Canada
- 3National Taichung University of Education, Taichung, Taiwan
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To address these critical gaps, although many research studies imply that argument mapping can enhance writers' abilities in argumentation and critical thinking (Davies, 2011; Liu et al., 2024; Manalo & Fukuda, 2024), 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 (Tricco et al., 2018). 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.
Keywords: Argument visualization, Critical Thinking, reasoning, writing skills, argument mapping, cognitive scaffolds
Received: 23 Jul 2025; Accepted: 15 Sep 2025.
Copyright: © 2025 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) or licensor 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.