Abstract
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 influence 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].
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Weinberger, A., Stegmann, K., Fischer, F.: Learning to argue online: Scripted groups surpass individuals (unscripted groups do not). Computers in Human Behavior 26(4), 506–515 (2010)
Loll, F., Pinkwart, N., Scheuer, O., McLaren, B.M.: How Tough Should It Be? Simplifying the Development of Argumentation Systems using a Configurable Platform. In: Pinkwart, N., McLaren, B.M. (eds.) Educational Technologies for Teaching Argumentation Skills, Bentham Science Publishers (to appear) (in press)
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© 2012 Springer-Verlag Berlin Heidelberg
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Tsovaltzi, D., Weinberger, A., Scheuer, O., Dragon, T., McLaren, B.M. (2012). Argument Diagrams in Facebook: Facilitating the Formation of Scientifically Sound Opinions. In: Ravenscroft, A., Lindstaedt, S., Kloos, C.D., Hernández-Leo, D. (eds) 21st Century Learning for 21st Century Skills. EC-TEL 2012. Lecture Notes in Computer Science, vol 7563. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-33263-0_57
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DOI: https://doi.org/10.1007/978-3-642-33263-0_57
Publisher Name: Springer, Berlin, Heidelberg
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