Designing a Computer-Supported Collaborative Argumentation Learning Environment to Counteract Misinformation in Socio-Scientific Issues

Abstract

This paper details the design-based research of a Computer-Supported Collaborative Argumentation (CSCA) environment to help secondary school students counter misinformation in socio-scientific issues. A pilot study revealed challenges in students' warrant articulation, source evaluation, and collaborative dynamics. These findings informed an iterative refinement of the design, which now incorporates structured protocols for systematic fact-checking and scripted, rotating roles to balance discourse. This work offers evidence-based design principles for integrating argumentation with misinformation literacy and proposes a refined pedagogical model for further testing.