Perhaps as a result of the relatively recent advancements in AM software, little research has been conducted to test its effects on learning.
However, the little research that has examined AM’s effects on CT has revealed beneficial effects (Alvarez-Ortiz, 2007; Butchart et al., 2009; Dwyer, Hogan & Stewart, 2011; Dwyer, Hogan & Stewart, 2012; van Gelder, 2001; van Gelder, Bissett & Cumming, 2004).
For example, an argument that provides a (1) support for a (2) support for a (3) support for a (4) claim has four levels in its hierarchical structure. with three or more argument levels beneath a central claim) are difficult to represent in text due to its linear nature; and yet it is essential that these complex argument structures are understood by a student if their goal is to analyze and evaluate the argument, to infer their own conclusions.
The hierarchical nature of AM allows the reader to choose and follow a specific branch of the argument in which each individual proposition is integrated with other relevant propositions in terms of their inferential relationship.