Writing or visualization of learning content can be seen as an elaboration strategy for learners. This includes the organization of thoughts by their visualization. Including tools to support these elaboration processes( e.g. the organization of text using a digital tool) may help to increase the quality of learning results. In our case study, we investigated if the opportunity to facilitate flexible construction and reconstruction of arguments using computers would yield better results than to do so without computers. A pilot study starting this spring with n= 62 students at bachelor level will be used to explore the effects of digital examination and will finally compare the results quantitatively (statistical concordance analysis). Also, the complexity of the text structure (semantic analysis of A and B graded exams in each cohort) will be analysed. Two different courses with identical syllabus and assignments will be compared. In addition, the students will use a digital compendium which is interlinked with the lecture material. The students will be asked how they perceived the lecture supported and enabled by digital tools (digital compendium, discussion board use, digital examination).
