Linguistic Entrainment in Computer-Mediated Conversations: A Topic Modeling Approach

In this article, we explore how high school students use explicit replies in text-based multi-party debates. We analyzed a dataset of over 100,000 interactions and found that students tend to use explicit replies to clarify or respond to specific points made by their peers. These replies can be categorized into different roles, such as acknowledging, challenging, or agreeing with previous statements.
We used a non-parametric hierarchical topic model to identify community structure in the conversation’s vocabulary and found that conversations tend to stay on general topics or develop specific subtopics with depth and detail. Some conversations may jump between different topics without further elaboration, while others may disagree or agree without providing additional context.
Our findings suggest that explicit replies play a crucial role in coordinating discussions among high school students. By understanding how these replies are used, we can gain insights into the dynamics of group debates and potentially develop strategies to improve communication and critical thinking skills.
Analogy: Imagine a group discussion as a meal at a restaurant. Explicit replies are like spices that add flavor and depth to the conversation, helping participants navigate complex topics and reach a mutual understanding. Without these spices, the conversation may become stale and lacking in substance.
In conclusion, this article sheds light on how high school students use explicit replies in text-based multi-party debates, providing valuable insights into the dynamics of group discussions. By understanding these mechanisms, we can improve communication and critical thinking skills, ultimately leading to more meaningful and productive conversations.