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Marlon Twyman

Publications and source records attributed to Marlon Twyman.

3 recordsLinked to original sources

Who, Why, and How: Disentangling the Effects of Moderation Source, Context, and Language on Post-Removal Behavior

Content moderation is a central mechanism through which platforms attempt to balance user engagement with community governance. Yet existing research has largely treated moderation as a uniform intervention, overlooking how moderator source, violation context, and linguistic style jointly shape user behavior. Drawing on the Human--AI Interaction Theory of Interactive Media Effects (HAII-TIME), this study examines how these three dimensions produce divergent post-moderation behavioral trajectories in a large-scale observational dataset of 11,795,036 moderation events across 9,285,410 users and 61,261 subreddits on Reddit (2021--2025). Using probabilistic behavioral classification, ANOVA, and OLS regression with PCA-derived linguistic features, we find that bot moderation consistently produces higher compliance and lower self-censorship than human or modteam moderation, challenging the assumption that human agency cues are inherently advantageous. Modteam moderation produces the strongest self-censorship effects, suggesting that institutional depersonalization is a meaningful driver of behavioral withdrawal. Violation severity emerges as a critical contingency: linguistic strategies effective in routine contexts -- elaborated explanation, community-scale appeals, direct personal address -- can backfire for serious violations, whereas prosocially framed and emotionally emphatic messages become most effective when stakes are highest. Of 480 linguistic interactions tested, 33 survive FDR correction. These findings extend HAII-TIME by introducing violation salience as a moderator of cue-based processing, and offer empirical grounding for context-adaptive moderation design.

cs.CY

Exploring the Impact of ChatGPT on Student Interactions in Computer-Supported Collaborative Learning

The growing popularity of generative AI, particularly ChatGPT, has sparked both enthusiasm and caution among practitioners and researchers in education. To effectively harness the full potential of ChatGPT in educational contexts, it is crucial to analyze its impact and suitability for different educational purposes. This paper takes an initial step in exploring the applicability of ChatGPT in a computer-supported collaborative learning (CSCL) environment. Using statistical analysis, we validate the shifts in student interactions during an asynchronous group brainstorming session by introducing ChatGPT as an instantaneous question-answering agent.

cs.CY

Black Lives Matter in Wikipedia: Collaboration and Collective Memory around Online Social Movements

Social movements use social computing systems to complement offline mobilizations, but prior literature has focused almost exclusively on movement actors' use of social media. In this paper, we analyze participation and attention to topics connected with the Black Lives Matter movement in the English language version of Wikipedia between 2014 and 2016. Our results point to the use of Wikipedia to (1) intensively document and connect historical and contemporary events, (2) collaboratively migrate activity to support coverage of new events, and (3) dynamically re-appraise pre-existing knowledge in the aftermath of new events. These findings reveal patterns of behavior that complement theories of collective memory and collective action and help explain how social computing systems can encode and retrieve knowledge about social movements as they unfold.

cs.SI