What changed your mind : the roles of dynamic topics and discourse in argumentation process

In our world with full of uncertainty, debates and argumentation contribute to the progress of science and society. Despite of the in- creasing attention to characterize human arguments, most progress made so far focus on the debate outcome, largely ignoring the dynamic patterns in argumentation processes. This paper presents a study that automatically analyzes the key factors in argument persuasiveness, beyond simply predicting who will persuade whom. Specifically, we propose a novel neural model that is able to dynamically track the changes of latent topics and discourse in argumentative conversations, allowing the investigation of their roles in influencing the outcomes of persuasion. Extensive experiments have been conducted on argumentative conversations on both social media and supreme court. The results show that our model outperforms state-of-the-art models in identifying persuasive arguments via explicitly exploring dynamic factors of topic and discourse. We further analyze the effects of topics and discourse on persuasiveness, and find that they are both useful -- topics provide concrete evidence while superior discourse styles may bias participants, especially in social media arguments. In addition, we draw some findings from our empirical results, which will help people better engage in future persuasive conversations

An Empirical Study of Knowledge Creation and Interaction in Argumentation Setting

The paper defines Computer-Supported Collaborative Argumentation as a collaborative activity supported by CMC, which focuses on argumentation interactions. CSCA embeds the advantage to eliminate social context cues and provides a direct channel to express one’s opinions. In this case, Computer-Supported Collaborative Argumentation (CSCA) becomes a new paradigm supported by Computer-Mediated Communication. CMC facilitates a context for participants within argumentation interactions that embed the advantages of computer conferencing. The goal of our research is to analyse the relationship between knowledge creation and quality of interaction and quality of discussion within an argumentation process. We report data of an experiment in which 120 MIS 2nd years students use four communication media settings on knowledge creation. The results suggest that an argumentation-based approach provides an environment not only for creating but also for motivating a community-wide view of information sharing because it enables discussion, mutual engagement and autonomy of knowledge exchanging. Also, in contradiction to media richness theory, this study indicates that structured argumentation-based software results in a better quality of argumentation interaction within the team, and more favourable attitude and participation in interaction, and thus yields the highest level of knowledge creation among four different communication configurations (including face-to-face)

PENGEMBANGAN BLOGQUEST+ BERBASIS ISU SOSIOSAINTIFIK UNTUK MENGEMBANGKANKETERAMPILANBERARGUMENTASI DAN LITERASI MIKROBIOLOGI MAHASISWA PENDIDIKAN BIOLOGI

Diskusi isu sosiosaintifik diperlukan untuk mempromosikan literasi sains. Media sosial dapat digunakan sebagai media diskusi isu sosiosaintifik.Penelitian ini bertujuan mengembangkan keterampilan berargumentasi dan literasi mikrobiologi melalui pemanfaatan media sosial untuk berdiskusi isu sosiosaintifik. Metode penelitian menggunakan penelitian pengembangan (developmental research)yang meliputi fase pertama (studi literatur),fase kedua(eksplorasi dan uji coba), dan fase ketiga (implementasi). Studi literatur menghasilkan rancangan blogquestberupakerangka kerja pemanfaatan media sosial untuk diskusi isu sosiosaintifik. Fase keduadilakukan sebanyak empat siklik, menghasilkan kerangka kerja blogquest+ terdiri dari PTSE (Pendahuluan, Tugas, Sumber, dan Evaluasi), moderasi PEAK (Polemik, Eksplorasi, Aksi, dan Kesimpulan), dan aturan diskusi isu sosiosaintifik. Fase implementasimenunjukkan kerangka blogquest+ dapat meningkatkan keterampilan berargumentasi individualsecara signifikan (dari rata-rata 3,03 menjadi 3,59, t= 3.99 Sig. 0.00). Diskusi isu sosiosaintifik menggunakan kerangka moderasi PEAKdapat mengubah secara signifikan persepsi negatif partisipan terhadap mikroba. Aturan memberi tanda (tag in/@) dalam diskusi isu sosiosaintifik dapat mengembangkanketerampilan berargumentasi komunitas sampai pada level 5 (menunjukkan keluasan argumen lebih dari satu sanggahan)dan meningkatkan keaktifan partisipan dalam berdiskusi.Blogquest+ dapat mengembangkan keterampilan berargumentasi individual secara signifikan, mengembangkan keterampilan berargumentasi komunitas, dan mengubah persepsi partisipan terhadap mikroba. Namun untuk mengembangkan literasi mikrobiologi secara utuh diperlukan proses pembelajaran yang memadukan antara konten (perkuliahan), proses (kegiatan laboratorium), dan konteks (diskusi isu sosiosaintifik). Discussion of Socioscientific issues is one of wats to improve science literacy. Social media could facilitate issues socioscientific discussion. A study about developing social media for discussing socioscientific issues,to improveargument skills and microbial literacy. Developmental research has been used included literature study, explorations, field trial and implementation. The literature study produced planning and designing of blogquestfor discussing socioscientific issues.Planning and designing of blogquest was explored cyclically (thinking, implementation, and revision) for four cycles. Exploration and field trial developed framework ofblogquest+ model consists of three components, namelyITRE (Introduction, Task, Resource, and Evaluation), PEAK (Polemic, exploration, action, and conclusion), and the discussion rules. The result of implementation showed framework of blogquest+ couldimproveindividual argumentationskills significantly (from average 3,03 to 3,59, t=3,99 Sig. 0.00). PEAK framework changed significantly the negative perception about microbe. The discussion rules especially using tag in (@)in social networking can develop social argumentation skill until Level 5 (argumentation more than one rebuttal) and participation in the discussions. Blogquest+ could developindividual argumentation skill significantly, develop community argumentation skill, and change perception of microbes. For developing holistic microbial literacy, it is suggested to to integrate content (lecturing), process (lab activity), and context (issues socioscientific discussion)

Individual counseling to argue in social media

The purpose of this study is to improve students' argumentation skills in social media. The subjects were 20 students who were divided into two groups: the control group consisting of 10 people and the experimental group consisting of 10 people. The technique used was an quasi experiment with 10 interventions using individualized counseling services to the control group and experimental group. Based on the quasi experimental results by giving counseling to 20 students 10 times and analyzed, students' argumentation skill level increased after individual counseling. Shown with change of skill level of argumentation before treatment (preliminary evaluation) and after (final evaluation) as much as 90 points and through test using test with significance level 5% show t count = 7.077> t table = 2,179. Based on the results of these calculations, show that the hypothesis mentions individual counseling affect students' argumentation skills can be accepted

MEDIA SOSIAL EDMODO UNTUK MENGEMBANGKAN KETERAMPILAN ARGUMENTASI MAHASISWA PROGRAM STUDI NON SAINS

The research was conducted to develop students argumentation skills through the utilization of social media Edmodo. The utilization of social media Edmodo was expected to treat students in forming a claim that was supported by the evidence and guarantees opinion to support the claim. The subjects of this study were the fourth semester students of academic year 2013/2014 in the University of PGRI Semarang as much as 3 classes (42 students per class) that follow the lecture of Natural Science Basis. Quantitative data of student argumentation skills was acquired through the assessment of the arguments quality by using the assessment instrument arguments rubric. The results showed that the use of social media Edmodo improved the student argumentation skills. Limited time in exercising the student argumentation skills in the class can be resolved with the interaction of students in solving problems which posted online. The quality of the student's argument can be seen from the most of the students were at level 2, 3, and 4. This indicated that the student has been able to establish a claim supported by the evidence and guarantees opinions to support the claims that have been made. Keywords: argumentation skills of students, social media Edmod

Citation of Mass Media Resources in Social Network

The role of social networks in the formation of collective behaviour and a sustainable point of view/position regarding the information events or facts is studied herein. The purpose of the study is to analyse the reaction of the users of popular social networks, expressed in quotations and responses to the messages of mass media resources. A statistical measure of interest in the media news is identified through unique messages from queries on the topic. The approach used is aimed at improving the scientific argumentation on the assumption of a direct relationship between these phenomena. The empirical evaluation is carried out according to the data obtained from the Russian segment of social networks. The trends in the distribution of media content in social media and social networks are revealed using structural and correlation analysis. It is determined that the publications in online media correlate directly with the activities of social networks and are caused by the release of one or another information event. The results of the study also convincingly point out that the importance of the media resources, expanding due to the integration of social networks, increases, while the classical model of online media (media edition as own website) is gradually losing popularity and audience

The paradigm-shift of social spambots: Evidence, theories, and tools for the arms race

Recent studies in social media spam and automation provide anecdotal argumentation of the rise of a new generation of spambots, so-called social spambots. Here, for the first time, we extensively study this novel phenomenon on Twitter and we provide quantitative evidence that a paradigm-shift exists in spambot design. First, we measure current Twitter's capabilities of detecting the new social spambots. Later, we assess the human performance in discriminating between genuine accounts, social spambots, and traditional spambots. Then, we benchmark several state-of-the-art techniques proposed by the academic literature. Results show that neither Twitter, nor humans, nor cutting-edge applications are currently capable of accurately detecting the new social spambots. Our results call for new approaches capable of turning the tide in the fight against this raising phenomenon. We conclude by reviewing the latest literature on spambots detection and we highlight an emerging common research trend based on the analysis of collective behaviors. Insights derived from both our extensive experimental campaign and survey shed light on the most promising directions of research and lay the foundations for the arms race against the novel social spambots. Finally, to foster research on this novel phenomenon, we make publicly available to the scientific community all the datasets used in this study.Comment: To appear in Proc. 26th WWW, 2017, Companion Volume (Web Science Track, Perth, Australia, 3-7 April, 2017