This paper focuses on argument component classification for transcribed spoken classroom discussions, with the goal of automatically classifying student utterances into claims, evidence, and warrants. We show that an existing method for argument component classification developed for another educationally-oriented domain performs poorly on our dataset. We then show that feature sets from prior work on argument mining for student essays and online dialogues can be used to improve performance considerably. We also provide a comparison between convolutional neural networks and recurrent neural networks when trained under different conditions to classify argument components in classroom discussions. While neural network models are not always able to outperform a logistic regression model, we were able to gain some useful insights: convolutional networks are more robust than recurrent networks both at the character and at the word level, and specificity information can help boost performance in multi-task training.
High quality classroom discussion is important to student development, enhancing abilities to express claims, reason about other students' claims, and retain information for longer periods of time. Previous small-scale studies have shown that one indicator of classroom discussion quality is specificity. In this paper we tackle the problem of predicting specificity for classroom discussions. We propose several methods and feature sets capable of outperforming the state of the art in specificity prediction. Additionally, we provide a set of meaningful, interpretable features that can be used to …
Teaching collaborative argumentation is an advanced skill that many K-12 teachers struggle to develop. To address this, we have developed Discussion Tracker, a classroom discussion analytics system based on novel algorithms for classifying argument moves, specificity, and collaboration. Results from a classroom deployment indicate that teachers found the analytics useful, and that the underlying classifiers perform with moderate to substantial agreement with humans.
Classroom discussions in English Language Arts have a positive effect on students' reading, writing and reasoning skills. Although prior work has largely focused on teacher talk and student-teacher interactions, we focus on three theoretically-motivated aspects of high-quality student talk: argumentation, specificity, and knowledge domain. We introduce an annotation scheme, then show that the scheme can be used to produce reliable annotations and that the annotations are predictive of discussion quality. We also highlight opportunities provided by our scheme for education and natural language …
Learning Research and Development Center（学习研究与发展中心）；University of Pittsburgh（匹兹堡大学）
Argument mining systems often consider contextual information, i.e. information outside of an argumentative discourse unit, when trained to accomplish tasks such as argument component identification, classification, and relation extraction. However, prior work has not carefully analyzed the utility of different contextual properties in context-aware models. In this work, we show how two different types of contextual information, local discourse context and speaker context, can be incorporated into a computational model for classifying argument components in multi-party classroom discussions. W…
Although Natural Language Processing (NLP) research on argument mining has advanced considerably in recent years, most studies draw on corpora of asynchronous and written texts, often produced by individuals. Few published corpora of synchronous, multi-party argumentation are available. The Discussion Tracker corpus, collected in American high school English classes, is an annotated dataset of transcripts of spoken, multi-party argumentation. The corpus consists of 29 multi-party discussions of English literature transcribed from 985 minutes of audio. The transcripts were annotated for three d…
Tokyo University of Agriculture and Technology（东京农工大学）
Argument Mining (AM) is a relatively recent discipline, which concentrates on extracting claims or premises from discourses, and inferring their structures. However, many existing works do not consider micro-level AM studies on discussion threads sufficiently. In this paper, we tackle AM for discussion threads. Our main contributions are follows: (1) A novel combination scheme focusing on micro-level inner- and inter- post schemes for a discussion thread. (2) Annotation of large-scale civic discussion threads with the scheme. (3) Parallel constrained pointer architecture (PCPA), a novel end-to…
Valencian Research Institute for Artificial Intelligence（瓦伦西亚人工智能研究院）；Universitat Politècnica de València（瓦伦西亚理工大学）
The rVRAIN team tackled the Budget Argument Mining (BAM) task, consisting of a combination of classification and information retrieval sub-tasks. For the argument classification (AC), the team achieved its best performing results with a five-class BERT-based cascade model complemented with some handcrafted rules. The rules were used to determine if the expression was monetary or not. Then, each monetary expression was classified as a premise or as a conclusion in the first level of the cascade model. Finally, each premise was classified into the three premise classes, and each conclusion into …
Argumentation is a type of discourse where speakers try to persuade their audience about the reasonableness of a claim by presenting supportive arguments. Most work in argument mining has focused on modeling arguments in monologues. We propose a computational model for argument mining in online persuasive discussion forums that brings together the micro-level (argument as product) and macro-level (argument as process) models of argumentation. Fundamentally, this approach relies on identifying relations between components of arguments in a discussion thread. Our approach for relation prediction…
TAL Education Group（好未来教育集团）；Tsinghua University（清华大学）；Michigan State University（密歇根州立大学）
Asking questions is one of the most crucial pedagogical techniques used by teachers in class. It not only offers open-ended discussions between teachers and students to exchange ideas but also provokes deeper student thought and critical analysis. Providing teachers with such pedagogical feedback will remarkably help teachers improve their overall teaching quality over time in classrooms. Therefore, in this work, we build an end-to-end neural framework that automatically detects questions from teachers' audio recordings. Compared with traditional methods, our approach not only avoids cumbersom…
Identifying argument components from unstructured texts and predicting the relationships expressed among them are two primary steps of argument mining. The intrinsic complexity of these tasks demands powerful learning models. While pretrained Transformer-based Language Models (LM) have been shown to provide state-of-the-art results over different NLP tasks, the scarcity of manually annotated data and the highly domain-dependent nature of argumentation restrict the capabilities of such models. In this work, we propose a novel transfer learning strategy to overcome these challenges. We utilize a…
University of Pittsburgh（匹兹堡大学）；University of Central Florida（中佛罗里达大学）
Student course feedback is generated daily in both classrooms and online course discussion forums. Traditionally, instructors manually analyze these responses in a costly manner. In this work, we propose a new approach to summarizing student course feedback based on the integer linear programming (ILP) framework. Our approach allows different student responses to share co-occurrence statistics and alleviates sparsity issues. Experimental results on a student feedback corpus show that our approach outperforms a range of baselines in terms of both ROUGE scores and human evaluation.
Carnegie Mellon University（卡内基梅隆大学）；The Hong Kong University of Science and Technology（香港科技大学）
Persuading people to change their opinions is a common practice in online discussion forums on topics ranging from political campaigns to relationship consultation. Enhancing people's ability to write persuasive arguments could not only practice their critical thinking and reasoning but also contribute to the effectiveness and civility in online communication. It is, however, not an easy task in online discussion settings where written words are the primary communication channel. In this paper, we derived four design goals for a tool that helps users improve the persuasiveness of arguments in …
While online conversations can cover a vast amount of information in many different formats, abstractive text summarization has primarily focused on modeling solely news articles. This research gap is due, in part, to the lack of standardized datasets for summarizing online discussions. To address this gap, we design annotation protocols motivated by an issues--viewpoints--assertions framework to crowdsource four new datasets on diverse online conversation forms of news comments, discussion forums, community question answering forums, and email threads. We benchmark state-of-the-art models on …
Transcripts of teaching episodes can be effective tools to understand discourse patterns in classroom instruction. According to most educational experts, sustained classroom discourse is a critical component of equitable, engaging, and rich learning environments for students. This paper describes the TalkMoves dataset, composed of 567 human-annotated K-12 mathematics lesson transcripts (including entire lessons or portions of lessons) derived from video recordings. The set of transcripts primarily includes in-person lessons with whole-class discussions and/or small group work, as well as some …
LLMs for Argument Mining: Detection, Extraction, and Relationship Classification of pre-defined Arguments in Online Comments
School of Computing and Information Systems, The University of Melbourne（墨尔本大学计算与信息系统学院）；Language Technologies Institute, Carnegie Mellon University（卡内基梅隆大学语言技术研究所）
Language Technologies Institute（语言技术研究所）；Computer Science Department（计算机科学系）；School of Computer Science（计算机科学学院）；Carnegie Mellon University（卡内基梅隆大学）
We present a neural architecture for modeling argumentative dialogue that explicitly models the interplay between an Opinion Holder's (OH's) reasoning and a challenger's argument, with the goal of predicting if the argument successfully changes the OH's view. The model has two components: (1) vulnerable region detection, an attention model that identifies parts of the OH's reasoning that are amenable to change, and (2) interaction encoding, which identifies the relationship between the content of the OH's reasoning and that of the challenger's argument. Based on evaluation on discussions from …
