CORRECTION article
Front. Educ.
Sec. Digital Learning Innovations
Correction: Charting the Field: A Review of Argument Visualization Research for Writing, Learning, and Reasoning
Provisionally accepted
- 1Simon Fraser University, Burnaby, Canada
- 2Mount Saint Vincent University, Halifax, Canada
- 3National Taichung University of Education, Taichung, Taiwan
- 4National Taiwan University of Science and Technology, Taipei City, Taiwan
- 5Yuan Ze University, Zhongli District, Taiwan
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In the original article, there was an error. The first sentence of the abstract needs to be corrected. We delete the first few words "To address these critical gaps, although" and We add a word and a punctuation "; however" between "thinking" and "we" ** 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.** We apologize for this error and we confirm that that this does not change the scientific conclusions of the article in any way. The original article has been updated.
Keywords: argument mapping, Argument visualization, cognitive benefits, Critical Thinking, reasoning, writing skills
Received: 09 Dec 2025; Accepted: 15 Dec 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
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