Trolling in asynchronous computer-mediated communication: From user discussions to academic definitions

Abstract. Lately, several works have analyzed potential uses of argumentation in multi-party debates. Usually, the focus of such works is the computation of a collectively "correct" outcome, a challenging task even when the debate's users truthfully express their beliefs. This work focuses on debates where some users may exhibit specific types of "malicious" behavior: they may lie (by making statements they do not believe to hold) and they may hide valuable information (by not making relevant statements they believe to hold). Our approach is the following: firstly, we define "user attributes" which capture different aspects of a user's behavior in a debate (how active, how opinionated and how classifiable a user has been); then, we build and test experimentally hypotheses that, from the values of these attributes, can predict whether a user has lied and/or hidden valuable information.

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“…in the case of trolls or flamers [9]. At the same time, interest in multi-party debates has grown steadily.…”

Section: Resultsmentioning

confidence: 99%

Identifying Malicious Behavior in Multi-party Bipolar Argumentation Debates

Kontarinis

Toni

2016

Multi-Agent Systems and Agreement Technologies

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“…This, in some cases, led to GoSoapBox being an unsafe space for some students and staff (particularly staff of marginalised identities) and, we believe, also led to trolling behaviour. Hardaker (2010) defines trolling as a computer mediated communication:…”

Section: Limitations Of Gosoapbox As a Learning Engagement Toolmentioning

confidence: 99%

GoSoapBox in public health tertiary education: A student response system for improving learning experiences and outcomes

Carroll

Sankupellay

Newcomb

et al. 2018

AJET

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Most pedagogical literature has generated "how to" approaches regarding the use of student response systems (SRS). There are currently no systematic reviews on the effectiveness of SRS, for its capacity to enhance critical thinking, and achieve sustained learning outcomes. This paper addresses this current gap in knowledge. Our teaching team introduced GoSoapBox (an interactive online SRS) in an undergraduate sociology and public health subject, as a mechanism for discussing controversial topics, such as sexuality, gender, economics, religion, and politics, to allow students to interact with each other and to generate discussions and debates during lectures. Bandura's Social Learning Theory (SLT) was applied to investigate the effectiveness of GoSoapBox for improving learning experiences. We produced a theoretical model via an iterative analytical process between SLT and our data. This model has implications for all academics considering the use of SRS to improve the learning experiences of their students. IntroductionThere is currently a wide range of research into the recent introduction of student response systems (SRS) in tertiary settings (Banks 2006;Beatty & Gerace 2009; Kay & Le Sange, 2009;Lantz, 2010;Sprague & Dahl, 2009). However, most of this pedagogical literature has generated how to approaches regarding the use of clickers, and similar response technologies. There are currently no systematic reviews on the effectiveness of GoSoapBox -a newer web-based, popular SRS. With rapid developments in teaching and learning technologies across all undergraduate disciplines, there is a need to obtain comprehensive, evidence-based advice on these types of technologies, their uses, and overall efficacy. This paper addresses this current gap in knowledge.Our teaching team from the Queensland University of Technology, introduced GoSoapBox in an undergraduate 350 student cohort, public health subject. First, this paper will cover the recent literature reviewing student response systems in tertiary settings. Second, we describe the methods used to implement the use of GoSoapBox in our lectures and tutorials, and which aspects of the technology we drew on for learning purposes, as well as the methods for obtaining feedback from the students about the effectiveness of this tool. Third, we will outline the theoretical framework used to generate this pedagogical research. In keeping with the social and collaborative features of Web 2.0 technologies, Bandura's Social Learning Theory (SLT) will be applied here to investigate the effectiveness of GoSoapBox as an online tool for improving learning experiences and the quality of academic output by students. Bandura has emphasised the Internet as a tool for self-controlled learning (Bandura, 2001), as it provides the education sector with an opportunity to reconceptualise the relationship between learning and thinking (Glassman & Kang, 2011). Next, we report findings and analysis that are produced as a result of an examination of all student and staff activity on GoSoapBox as...

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“…The second type is called genuine, malicious, or strategic impoliteness, which successfully achieves its goal in offending the receiver(s). 39 Further, Bishop discusses two types of trolling: flame trolling and kudus trolling. The former refers to vitriolic comments that are not intended to be humorous, unlike the latter type.…”

Section: Video Games and Terrorismmentioning

confidence: 99%

Video games, terrorism, and ISIS’s Jihad 3.0

Al-Rawi

2016

Terrorism and Political Violence

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This study discusses different media strategies followed by the Islamic State in Iraq and Syria (ISIS). In particular, the study attempts to understand the way ISIS's video game that is called "Salil al-Sawarem" (The Clanging of the Swords) has been received by the online Arab public. The article argues that the goal behind making and releasing the video game was to gain publicity and attract attention to the group, and the general target was young people. The main technique used by ISIS is what I call "troll, flame, and engage." The results indicate that the majority of comments are against ISIS and its game, though most of the top ten videos are favorable towards the group. The sectarian dimension between Sunnis and Shiites is highly emphasized in the online exchanges, and YouTube remains an active social networking site that is used by ISIS followers and sympathizers to promote the group and recruit others.

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Trolling in asynchronous computer-mediated communication: From user discussions to academic definitions

Cited by 441 publications

References 32 publications

Identifying Malicious Behavior in Multi-party Bipolar Argumentation Debates

Identifying Malicious Behavior in Multi-party Bipolar Argumentation Debates

GoSoapBox in public health tertiary education: A student response system for improving learning experiences and outcomes

Video games, terrorism, and ISIS’s Jihad 3.0

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