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|Title:||Social and Cognitive Group Awareness to Aid Argumentation about Socially Acute Questions on Social Media|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Dado, M. & Bodemer, D. (2018). Social and Cognitive Group Awareness to Aid Argumentation about Socially Acute Questions on Social Media. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 1. London, UK: International Society of the Learning Sciences.|
|Abstract:||Debates about socially acute questions (e.g., migration) may help develop argumentation skills. However, students may be hesitant to present different views to maintain interpersonal relationships, hindering communication and integration of multiple perspectives. Social networking sites (SNS) have been used to extend classroom discussions to such real-world topics. However, their flat-structured layout may not suit argumentation activities. This quasi-experiment in an applied classroom setting investigates the effects of a group awareness tool (GAT) that combines social (group members’ names) and cognitive (discussion points/ stance in initial arguments) information in a network graph to aid communication behavior and integration of multiple perspectives during argumentation on a flat-structured SNS. Students supported by the GAT engaged in discussions with non-friends and students outside their class more than the control group, though the latter integrated multiple perspectives more. The GAT appears to have increased familiarity among non-friends. The potential influence of interpersonal relationships on integration of multiple perspectives is discussed.|
|Appears in Collections:||ICLS 2018|
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