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Argument Diagrams in Facebook: Facilitating the Formation of Scientifically Sound Opinions

Authors:
Dimitra Tsovaltzi at German Institute for Artifical Intelligence
Dimitra Tsovaltzi
  • German Institute for Artifical Intelligence
Armin Weinberger at Universität des Saarlandes
Armin Weinberger
Oliver Scheuer at Universität des Saarlandes
Oliver Scheuer
Toby Dragon at Ithaca College
Toby Dragon
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Abstract and Figures

Students use Facebook to organize their classroom experiences [1], but hardly to share and form opinions on subject matters. We explore the benefits of argument diagrams for the formation of scientific opinion on behaviorism in Facebook. We aim at raising awareness of opinion conflict and structuring the argumentation with scripts [2]. A lab study with University students (ten dyads per condition) compared the in-fluence of argument structuring (students built individual argument diagrams before discussing in Facebook) vs. no argument structuring (only Facebook discussion) on opinion formation, measured through opinion change. The argumentation script was implemented in the web-based system LASAD to support sound argumentation [3]. Fig. 1. View of LASAD diagram Facebook discussions and conflict awareness led students of both conditions to change their opinions, t(39)=8.84, p<.001. Evidence suggests a connection between opinion change and the number of conflicts in a discussion. Together with a high correlation for no argument structuring between opinion change and knowledge gains, r(20)=.54, p<.05, the results suggest benefits of raising awareness of opinion conflicts in Facebook to facilitate scientific opinion formation and change. References.
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Argument Diagrams in Facebook: Facilitating the
Formation of Scientifically Sound Opinions
Dimitra Tsovaltzi, Armin Weinberger, Oliver Scheuer, Toby Dragon,
Bruce M. McLaren
Saarland University, Saarbrücken, Germany, P.O. Box 151150
Dimitra.tsovalzi@mx.uni-saarland.de
Students use Facebook to organize their classroom experiences [1], but hardly to
share and form opinions on subject matters. We explore the benefits of argument
diagrams for the formation of scientific opinion on behaviorism in Facebook. We aim
at raising awareness of opinion conflict and structuring the argumentation with scripts
[2]. A lab study with University students (ten dyads per condition) compared the in-
fluence of argument structuring (students built individual argument diagrams before
discussing in Facebook) vs. no argument structuring (only Facebook discussion) on
opinion formation, measured through opinion change. The argumentation script was
implemented in the web-based system LASAD to support sound argumentation [3].
Fig. 1. View of LASAD diagram
Facebook discussions and conflict awareness led students of both conditions to
change their opinions, t(39)=8.84, p<.001. Evidence suggests a connection between
opinion change and the number of conflicts in a discussion. Together with a high
correlation for no argument structuring between opinion change and knowledge gains,
r(20)=.54, p<.05, the results suggest benefits of raising awareness of opinion conflicts
in Facebook to facilitate scientific opinion formation and change.
References.
1. Lampe, C., Wohn, D., Vitak, J., Ellison, N., Wash, R.: Student use of Facebook for organ-
izing collaborative classroom activities. International Journal of Computer-Supported Col-
laborative Learning 6(3), 329-347 (2011)
2. Weinberger, A., Stegmann, K., Fischer, F.: Learning to argue online: Scripted groups sur-
pass individuals (unscripted groups do not). Computers in Human Behavior 26(4), 506–
515 (2010)
3. Loll, F., Pinkwart, N., Scheuer, O., McLaren, B.M.: How Tough Should It
Be? Simplifying the Development of Argumentation Systems using a Configurable Plat-
form. To appear in: Pinkwart, N, McLaren, B.M. (eds.) Educational Technologies for
Teaching Argumentation Skills, Bentham Science Publishers (in press)
... SD ¼ 9.26) posted more, followed by argumentation scripts (M ¼ 19.19, SD ¼ 6.84) and the combination condition (M ¼ 15.26, SD ¼ 6.11). To take these differences into account, which result from differences in the duration of the collaborative phase, and since the number of arguments cannot explain differences in learning outcomes (Tsovaltzi, Weinberger, Scheuer, Dragon, & McLaren, 2012), all other values for the process data were calculated as mean percentages of the scores of the individual participants divided by the number of posts a group shared. This represents the ratio of qualitative high categories that appears during collaborative argumentation that can be put down to the intervention. ...
... Also, our study shows that argumentation scripts that structure the argumentative process are beneficial during collaboration, overruling the conjecture that scripts can cause over-scripting in the context of SNS (Dillenbourg, 2002;Tsovaltzi et al., 2010). This finding also contradicts standard measures of number of arguments, that is, participation, as a good measure of quality of discussion and a predictor of learning, in line with (Tsovaltzi et al., 2012). It rather supports the theory of AKC that brings to focus the quality of arguments with regard to learning. ...
... Finally, the correlation between shared knowledge and learning outcomes, as well as the mediation effects knowledge coconstruction explaining the negative shared knowledge outcomes after individual preparation also support theoretical benefits of knowledge co-construction for learning (Fischer & Mandl, 2005). In conjunction with previous research (Baker & Lund, 1997;Asterhan & Schwarz, 2009;Fischer et al., 2013;Tsovaltzi et al., 2012Tsovaltzi et al., , 2014Weinberger, 2010) our results congeal the knowledge of the learning sciences on the significance of group processes in collaborative argumentative knowledge construction, in particular knowledge co-construction and especially argument elaboration, as facilitators of individual knowledge outcomes. ...
Leveraging social networking sites for knowledge co-construction: Positive effects of argumentation structure, but premature knowledge consolidation after individual preparation
Article
  • Jun 2017
  • LEARN INSTR
Social Network Sites (SNS) like Facebook bear potential for collaboration through rich social interactions, but the shared arguments are often poorly elaborated, and lack epistemic quality. In a controlled 2 × 2 study (N = 128), we investigated how individual preparation and argumentation scripts can support argumentative knowledge co-construction in Facebook. Individual preparation has been shown to motivate participants, activate prior knowledge, reduce process losses and promote unbiased arguments. Argumentation scripts can support quality of argumentative discussions and evidence-based argumentation. Their combination may, thus, enhance the argumentation quality in SNS interactions and facilitate domain knowledge acquisition. We found negative effects of individual preparation, ascribable to lack of knowledge co-construction and knowledge convergence, that point to knowledge consolidation. Scripting argumentation has some positive effects, but not in combination with individual preparation. We identify possibilities and risks of applying standard collaborative learning instructions in the context of SNS, and discuss theoretical consequences.
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... However, little is known about whether and how academic opinion change and AKC can be facilitated in SNS. Existing argumentation practice in informal SNS discussions typically needs contentious quality [46]. ...
... Argument structure provided through individual argument diagramming is among the most prominent approaches to foster AKC in CSCL environments [47]. However, there is little known about the extent these approaches can be applied to learning in SNS [46,48]. ...
A Meta-Analysis on Students' Argumentative Knowledge Construction Process in Social Collaborative Learning Environment
Conference Paper
Full-text available
  • Apr 2015
In this era of rapid development of Information and Communication Technology (ICT), online collaborative and social learning has been seen as one of the ways to encourage students' critical thinking skills. Past studies have proven that students' critical thinking skills were shown significantly when it is done socially and collaboratively amongst peers. Previous researches also stated that cooperative teams achieve at higher levels of thought and preserve information longer than learners who work quietly as individuals. In addition, working in a collaborative environment also involves processes of evidence and argumentation. Argumentation refers to making convincing claims backed up by sound evidence and broad understanding of various aspects of an issue. Argumentation learning activities can serve as an effective mechanism of spreading of knowledge through a network of exchanges in small groups. However, argumentative knowledge construction (AKC) in social collaborative learning environments is often insubstantial. So, does an argumentative learning activity in social collaborative learning environment truly result in enhancing students' higher order thinking skills (HOTs) and knowledge construction? Thus, the purpose of this paper is to discuss a meta-analysis on thinking skills that lead to the need for social collaborative learning and argumentative knowledge construction process towards enhancing students' HOTs.
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... Following our theoretical discussion on the benefits of argumentation scripts, we look into two implementations of argumentation scripts. LASAD, a tool for graphical argumentation script (Loll & Pinkwart, 2013, seeFigure 1) was used to implement an argumentation script in Study 1 (pilot study) based on an argumentation ontology (Tsovaltzi, Weinberger, Scheuer, Dragon, & McLaren, 2012). The ontology allowed students to annotate their arguments (written in the boxes) in the graphical representation with general argument types (claim, counterclaim, evidence and rebuttal) as well as domain specific categories (ethics vs. effectiveness of behaviouristic principles, example vs. every-day knowledge vs. empirical result). ...
... In this study, we analyzed the influence of individual preparation supported by argumentation script on knowledge co-construction (Tsovaltzi, Weinberger, Scheuer, Dragon, & McLaren, 2012). ...
Scripts, Individual Preparation and Group Awareness Support in the Service of Learning in Facebook: How does CSCL Compare to Social Networking Sites?
Article
  • May 2015
  • COMPUT HUM BEHAV
This article investigates the influence of scripts, individual preparation and group awareness support on argumentative learning in Facebook, three instructional approaches known from standard CSCL, but yet quite unexplored for learning in social networks. Social networks already afford a social component that is beneficial for interaction, which can be enhanced in a subtle way by group awareness support. However, a missing element in social networks that might be necessary for learning is structure. Individual preparation and argumentation scripts may offer structure to improve argumentation quality and complement group awareness support. We investigate the potential interactions of scripts, individual preparation and group awareness support in social networking sites on individual and group learning outcomes. We present the combined results of three studies. Contrary to previous CSCL results, we present negative results of individual preparation and group awareness support in this socially defined platform. Positive effects are found for argumentation scripts, which however cannot counterbalance the negative effects of group awareness support or individual preparation when combined with either of them. We discuss the results and their implications for leveraging Facebook’s social impact and ‘native’ interactions for learning and point out benefits and risks of using CSCL instructions in this context.
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... Additionally, even though AKC aims towards exploration of alternative perspectives and attitude change (e.g. Erber, Hodges, & Wilson, 1993;Eagly & Chaiken, 1995), attitude change has rarely been analyzed as a learning outcome of collaborative AKC (Kuhn & Lao, 1996) and of argumentative discussions in SNS (Tsovaltzi et al., 2012;Tsovaltzi, Judele, Puhl, Weinberger, this Issue). Attitude change with regard to environmental responsibility was observed when participants interacted in an open interest Facebook group: After the intervention, participants reported more environmental responsibility as a result of their daily exchange in Facebook (Robelia, Greenhow, & Burton, 2011). ...
... We build on studies that investigate scripts and GATs in SNS (McLoughin, & Lee, 2010;Tsovaltzi, Weinberger, Scheuer, Dragon, & McLaren, 2012;Tsovaltzi, Puhl, Judele, Weinberger, 2013) and on research that looks at different degrees of guidance of argumentation scripts in small groups (Papadopoulos, Demetriadis, & Weinberger;. We extend this research and consider GATs without scripts and GATs with scripts as different approaches to supporting learning in SNS. ...
Blending Facebook discussions into seminars for practicing argumentation
Article
  • Apr 2015
  • COMPUT HUM BEHAV
Social media like Facebook can blend classroom work with collaborative online learning. Different instructional approaches may support such online learning phases. Group awareness tools provide collaborating learners with additional information about the processes and the knowledge in the group and how these are distributed within a group to support the regulation of learning. Scripts are a form of external regulation of collaborative learning processes. Scripts may complement group awareness tools and promote active processing of the additional group information. In a 1 3 (group awareness tool with script vs. without script, and control group) quasi-experimental field study (N = 63) we observed long-term effects of a group awareness tool and its combination with a script on processes and outcomes of argumentative learning in a seminar accompanied by Facebook discussions. In addition to domain specific learning outcomes, this study explores attitude change as a potential outcome of prolonged periods of argumentative knowledge construction. Results showed a main effect of group awareness tools on declarative knowledge, but no significant effects on argumentative knowledge. Participants with group awareness tool (with script vs. without) attained an attitude which aligned with the learning goals. This attitude change partly correlates with the significantly higher learning outcomes on declarative knowledge.
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... Here we explore two kinds of scripts, individual preparation (where students are granted extra time to prepare their arguments before collaboration) and argumentation scripts, and their effects on knowledge co-construction and outcomes in three studies set up in FB. We look into two implementations of argumentation scripts: In Study 1, an argumentation ontology was implemented in LASAD (Loll & Pinkwart, 2013) to script argumentation prior to discussing in FB (Tsovaltzi, Weinberger, Scheuer, Dragon, & McLaren, 2012). For Study 2 and 3, we built a FB App with typical FB-functions -"like" and "comment" -which implemented the ontology directly inside FB (see Figure 1). ...
... This pilot study (N=40) analyzed the influence of individual preparation with an argumentation script (LASAD) on subsequent knowledge co-construction discussions in dyads inside FB with a 1×2 design (Tsovaltzi et al, 2012). The results showed that both conditions changed their opinions and general attitude towards behaviorism as a teaching strategy, t(39) =8.84, p<.001, d=1.40, but there were no differences between groups, F(1,38)=.09, ...
When Friends Argue: Investigating Argumentative Learning Processes in Facebook.
Conference Paper
Full-text available
  • Jun 2014
This symposium addresses how argumentation can be leveraged for learning in social media like Facebook (FB) exemplifying social learning. It catalyzes an international discussion forum (Germany, Israel, United States) that seeks to understand argumentative processes beyond isolated technology-based learning environments, what influences them, if and how they can be repurposed for learning. We aim to contribute to the longstanding interest in argumentative learning in the learning sciences and extend knowledge about analyzing and supporting argumentation processes in FB. We examine the conditions under which FB can be harnessed for argumentative learning. We measure declarative knowledge outcomes and explore the development of attitude and civic behavior. Synthesizing across the papers, we will pinpoint the affordances of FB for argumentative learning, comparing processes to standard learning science approaches and exploring new socially embedded learning outcomes. We will frame promising directions for further research work.
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... Next to argument diagramming, argumentation scripts are among the most prominent approaches to foster AKC in CSCL 3 environments (Noroozi, Weinberger, Biemans, Mulder, & Chizari, 2013;Scheuer, Loll, Pinkwart, & McLaren, 2010). However, there is little known about the extent to which these approaches can be applied to learning in SNS (McLoughin, & Lee, 2010;Tsovaltzi, Weinberger, Scheuer, Dragon, & McLaren, 2012). SNS and the social web in general have arguably become a large arena of informal learning (Greenhow, 2008;Greenhow & Robelia, 2009). ...
... Even though such processes are related in the literature with attitude change (e.g. Eagly & Chaiken, 1995;Erber, Hodges, & Wilson, 1993) and may ultimately lead learners to explore alternative perspectives and to re-consider initial standpoints, attitude change has rarely been analysed in this context (Tsovaltzi et al., 2012). Supporting learners through structuring the construction of pro and contra arguments can facilitate argumentative knowledge construction (Weinberger et al., 2010). ...
Group Awareness Support and Argumentation Scripts for Individual Preparation of Arguments in Facebook
Article
Full-text available
  • Jul 2014
  • COMPUT EDUC
This study investigates how group awareness support and argumentation scripts influence learning in social networking sites like Facebook, which may be conducive to informal learning, but often lacks argumentative quality. Supporting participants’ group awareness about the visibility of the arguments they construct and about prospective future debate with peers in order to promote argument quality may be particularly suited for learning in Social Networking Sites. Additional argumentation scripts may directly foster argumentative knowledge construction. In a 2 × 2 study (N = 81), we isolated and investigated the effects of group awareness support and argumentation scripts during individual preparation in a Facebook app on domain and argumentative knowledge. Our results reveal that group awareness support of upcoming argumentative processes can be counterproductive for learning in Social Networking Sites. Argumentation scripts in Facebook may remedy possible negative effects of such awareness. Process analysis showed that group awareness support promotes individual argument elaboration but reduces broad analysis of the domain.
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... Argument structure provided through individual argument diagramming is among the most prominent approaches to foster AKC in CSCL environments (Scheuer et al, 2010). However, there is little known about the extent these approaches can be applied to learning in SNS (McLoughin, & Lee, 2010; Tsovaltzi et al, 2012). Current argumentation practice in informal SNS discussions lacks argumentative quality. ...
Collaborative learning in Facebook: Can argument structure facilitate academic opinion change? Argumentative Knowledge Construction in SNS
Conference Paper
Full-text available
  • Jan 2013
Social networking services (SNS), such as Facebook, are an increasingly important platform for computer supported collaborative learning (CSCL). However, little is known about whether and how academic opinion change and argumentative knowledge construction (AKC) can be facilitated in SNS. Existing argumentation practice in informal SNS discussions typically lacks elaboration and argumentative quality. We investigate the potential benefits of argument structure provided through individual computer-supported argument diagramming to foster academically sound opinions in the context of Facebook. In a quasi-experimental lab study, we found evidence of academic opinion change along with correlations of opinion change with knowledge gains.
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Das soziale Netzwerk Facebook als unterstützende Maßnahme für Studierende im Übergang Schule/Hochschule
Chapter
  • Jan 2016
Das soziale Netzwerk „Facebook“ ist immer häufiger zentraler Gegenstand didaktischer Forschung. In diesem Artikel wird über die Ergebnisse des Einsatzes von Facebookgruppen in den Paderborner Vorkursen 2012 und in der Erstsemesterveranstaltung „Einführung in die Kultur der Mathematik“ für Bachelorstudierende des Lehramts für Haupt‐, Real‐ und Gesamtschule (WS 2012/13) berichtet. Es zeigt sich, dass die Studierenden die Kommunikationsstrukturen der Facebookgruppen konstruktiv nutzen, um häufig auftretende Probleme im Übergang Schule/Hochschule gemeinsam zu bewältigen. Das freiwillige Zusatzangebot „Facebook“ wurde von der Mehrzahl der Studierenden genutzt und als positiv bewertet.
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HOW TOUGH SHOULD IT BE? SIMPLIFYING THE DEVELOPMENT OF ARGUMENTATION SYSTEMS USING A CONFIGURABLE PLATTFORM
Article
Full-text available
Teaching to argue is challenging. Classic face-to-face approaches do not scale up for large groups due to resource limitations (teacher time), but have shown to be effective. As a consequence, there have been attempts to convey argumentation skills via educational software. Even though some of these systems have shown their suitability in their original domains of application, the systems typically do not generalize – there has been little carry over to other domains. This chapter reviews existing approaches, their technological strengths and weaknesses, and proposes a generic architecture to overcome the latter. Based on this architecture, the LASAD (Learning to Argue – Generalized Support Across Domains) framework has been developed. The goal of this framework is to simplify the development of argumentation systems based on some well-defined configurations. In this chapter, we describe the flexibility of the LASAD framework and demonstrate how it can be configured to emulate the existing argumentation systems Belvedere and LARGO.
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Student use of Facebook for organizing collaborative classroom activities
Article
Full-text available
  • Sep 2011
Social network sites such as Facebook are often conceived of as purely social spaces; however, as these sites have evolved, so have the ways in which students are using them. In this study, we examine how undergraduate students use the social network site Facebook to engage in classroom-related collaborative activities (e.g., arranging study groups, learning about course processes) to show how Facebook may be used as an informal tool that students use to organize their classroom experiences, and explore the factors that predict type of use. Data from two surveys (N = 302, N = 214) are used to analyze how Facebook use, social and psychological factors, self-efficacy, and types of instructor-student communication on Facebook are related to positive and negative collaboration among students. We found that predictors of Facebook use for class organizing behaviors include self-efficacy and perceived motivation to communicate with others using the site. When placed in the context of social and psychological factors, Facebook intensity did not predict either positive or negative collaboration, suggesting that how students used the site, rather than how often they used the tool or how important they felt it was, affected their propensity to collaborate.
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Learning to argue online: Scripted groups surpass individuals (unscripted groups do not)
Article
  • Nov 2012
  • COMPUT HUM BEHAV
Students often face process losses when learning together via text-based online environments. Computer-supported collaboration scripts can scaffold collaborative learning processes by distributing roles and activities and thus facilitate acquisition of domain-specific as well as domain-general knowledge, such as knowledge on argumentation. Possibly, individual learners would require less additional support or could equally benefit from computer-supported scripts. In this study with a 2 × 2-factorial design (N = 36) we investigate the effects of a script (with versus without) and the learning arrangement (individual versus collaborative) on how learners distribute content-based roles to accomplish the task and argumentatively elaborate the learning material within groups to acquire domain-specific and argumentative knowledge, in the context of a case-based online environment in an Educational Psychology higher education course. A large multivariate interaction effect of the two factors on learning outcomes could be found, indicating that collaborative learning outperforms individual learning regarding both of these knowledge types if it is structured by a script. In the unstructured form, however, collaborative learning is not superior to individual learning in relation to either knowledge type. We thus conclude that collaborative online learners can benefit greatly from scripts reducing process losses and specifying roles and activities within online groups.
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