What Constitutes an Intelligible Argument in the STEM Fields?

Abstract

Science communication in the format of digital presentations aims to make knowledge accessible e.g., in STEM fields. The multimodal nature of scientific presentations raises the question of how argumentations must be specifically designed to achieve the stated goals. Research shows that when presenting complex content, it is helpful to resort not only to verbal but also visual means. In this paper we address the characteristics that visualizations require to add significant value to the argumentation.