The Edvocate

Top Menu

Main Menu

  • Start Here
    • Our Brands
    • Governance
      • Lynch Education Consulting, LLC.
      • Dr. Lynch’s Personal Website
      • Careers
    • Write For Us
    • Books
    • The Tech Edvocate Product Guide
    • Contact Us
    • The Edvocate Podcast
    • Edupedia
    • Pedagogue
    • Terms and Conditions
    • Privacy Policy
  • PreK-12
    • Assessment
    • Assistive Technology
    • Best PreK-12 Schools in America
    • Child Development
    • Classroom Management
    • Early Childhood
    • EdTech & Innovation
    • Education Leadership
    • Equity
    • First Year Teachers
    • Gifted and Talented Education
    • Special Education
    • Parental Involvement
    • Policy & Reform
    • Teachers
  • Higher Ed
    • Best Colleges and Universities
    • Best College and University Programs
    • HBCU’s
    • Diversity
    • Higher Education EdTech
    • Higher Education
    • International Education
  • Advertise
  • The Tech Edvocate Awards
    • The Awards Process
    • Finalists and Winners of The 2026 Tech Edvocate Awards
    • Finalists and Winners of The 2025 Tech Edvocate Awards
    • Finalists and Winners of The 2024 Tech Edvocate Awards
    • Finalists and Winners of The 2023 Tech Edvocate Awards
    • Finalists and Winners of The 2021 Tech Edvocate Awards
    • Finalists and Winners of The 2022 Tech Edvocate Awards
    • Finalists and Winners of The 2020 Tech Edvocate Awards
    • Finalists and Winners of The 2019 Tech Edvocate Awards
    • Finalists and Winners of The 2018 Tech Edvocate Awards
    • Finalists and Winners of The 2017 Tech Edvocate Awards
    • Award Seals
  • Apps
    • GPA Calculator for College
    • GPA Calculator for High School
    • Cumulative GPA Calculator
    • Grade Calculator
    • Weighted Grade Calculator
    • Final Grade Calculator
  • The Tech Edvocate
  • Post a Job
  • AI Powered Personal Tutor

logo

The Edvocate

  • Start Here
    • Our Brands
    • Governance
      • Lynch Education Consulting, LLC.
      • Dr. Lynch’s Personal Website
        • My Speaking Page
      • Careers
    • Write For Us
    • Books
    • The Tech Edvocate Product Guide
    • Contact Us
    • The Edvocate Podcast
    • Edupedia
    • Pedagogue
    • Terms and Conditions
    • Privacy Policy
  • PreK-12
    • Assessment
    • Assistive Technology
    • Best PreK-12 Schools in America
    • Child Development
    • Classroom Management
    • Early Childhood
    • EdTech & Innovation
    • Education Leadership
    • Equity
    • First Year Teachers
    • Gifted and Talented Education
    • Special Education
    • Parental Involvement
    • Policy & Reform
    • Teachers
  • Higher Ed
    • Best Colleges and Universities
    • Best College and University Programs
    • HBCU’s
    • Diversity
    • Higher Education EdTech
    • Higher Education
    • International Education
  • Advertise
  • The Tech Edvocate Awards
    • The Awards Process
    • Finalists and Winners of The 2026 Tech Edvocate Awards
    • Finalists and Winners of The 2025 Tech Edvocate Awards
    • Finalists and Winners of The 2024 Tech Edvocate Awards
    • Finalists and Winners of The 2023 Tech Edvocate Awards
    • Finalists and Winners of The 2021 Tech Edvocate Awards
    • Finalists and Winners of The 2022 Tech Edvocate Awards
    • Finalists and Winners of The 2020 Tech Edvocate Awards
    • Finalists and Winners of The 2019 Tech Edvocate Awards
    • Finalists and Winners of The 2018 Tech Edvocate Awards
    • Finalists and Winners of The 2017 Tech Edvocate Awards
    • Award Seals
  • Apps
    • GPA Calculator for College
    • GPA Calculator for High School
    • Cumulative GPA Calculator
    • Grade Calculator
    • Weighted Grade Calculator
    • Final Grade Calculator
  • The Tech Edvocate
  • Post a Job
  • AI Powered Personal Tutor
  • Baffling: 72% of Gen Z Still Financially Dependent on Parents — Here’s Why It’s a Crisis

  • The Staggering $172 Billion Crisis: Why Your Child Care Costs Are Exploding

  • This Unbelievable AI Minor Program Is Quietly Reshaping Every Student’s Future

  • Millions Face Repayment Chaos: Your Student Loan Plan Is Disappearing — Here’s What You MUST Do Now

  • Why I Believe Special Ed Teachers Have Superpowers

  • The Brutal Truth: Why Your Kids’ Screen Time Limits Just Got Blown Apart

  • Florida’s Bold AI Move: The Controversial Rules That Could Reshape Education

  • Baffling New Studies Reveal the TRUTH About Screen Time Effects on Children

  • The Astonishing Reason CXOs Are Rushing to Master AI Now

  • This Game-Changing AI Nanny Software Will Transform Parenting — But At What Cost?

Digital & Mobile TechnologyEarly Childhood & K-12 EdTechHigher EducationTrending Topics
Home›Digital & Mobile Technology›Fighting online trolls with bots

Fighting online trolls with bots

By Matthew Lynch
June 7, 2017
0
Spread the love

Saiph Savage, West Virginia University

The wonder of internet connectivity can turn into a horror show if the people who use online platforms decide that instead of connecting and communicating, they want to mock, insult, abuse, harass and even threaten each other. In online communities since at least the early 1990s, this has been called “trolling.” More recently it has been called cyberbullying. It happens on many different websites and social media systems. Users have been fighting back for a while, and now the owners and managers of those online services are joining in.

The most recent addition to this effort comes from Twitch, one of a few increasingly popular platforms that allow gamers to play video games, stream their gameplay live online and type back and forth with people who want to watch them play. Players do this to show off their prowess (and in some cases make money). Game fans do this for entertainment or to learn new tips and tricks that can improve their own play.

A person's hands type on a laptop keyboard in a dark room.
When spectators get involved, they can help a player out.
Saiph Savage, CC BY-ND

Large, diverse groups of people engaging with each other online can yield interesting cooperation. For example, in one video game I helped build, people watching a stream could make comments that would actually give the player help, like slowing down or attacking enemies. But of the thousands of people tuning in daily to watch gamer Sebastian “Forsen” Fors play, for instance, at least some try to overwhelm or hijack the chat away from the subject of the game itself. This can be a mere nuisance, but can also become a serious problem, with racism, sexism and other prejudices coming to the fore in toxic and abusive comment threads.

In an effort to help its users fight trolling, Twitch has developed bots – software programs that can run automatically on its platform – to monitor discussions in its chats. At present, Twitch’s bots alert the game’s host, called the streamer, that someone has posted an offensive word. The streamer can then decide what action to take, such as blocking the user from the channel.

A close-up of a smartphone screen displaying social media icons.
Trolls can share pornographic images in a chat channel, instead of having conversations about the game.
Chelly Con Carne/YouTube, CC BY-ND

Beyond just helping individual streamers manage their audiences’ behavior, this approach may be able to capitalize on the fact that online bots can help change people’s behavior, as my own research has documented. For instance, a bot could approach people using racist language, question them about being racist and suggest other forms of interaction to change how people interact with others.

Using bots to affect humans

In 2015 I was part of a team that created a system that uses Twitter bots to do the activist work of recruiting humans to do social good for their community. We called it Botivist.

We used Botivist in an experiment to find out whether bots could recruit and make people contribute ideas about tackling corruption instead of just complaining about corruption. We set up the system to watch Twitter for people complaining about corruption in Latin America, identifying the keywords “corrupcion” and “impunidad,” the Spanish words for “corruption” and “impunity.”

When it noticed relevant tweets, Botivist would tweet in reply, asking questions like “How do we fight corruption in our cities?” and “What should we change personally to fight corruption?” Then it waited to see if the people replied, and what they said. Of those who engaged, Botivist asked follow-up questions and asked them to volunteer to help fight the problem they were complaining about.

We found that Botivist was able to encourage people to go beyond simply complaining about corruption, pushing them to offer ideas and engage with others sharing their concerns. Bots could change people’s behavior! However, we also found that some individuals began debating whether – and how – bots should be involved in activism. But it nevertheless suggests that people who were comfortable engaging with bots online could be mobilized to work toward a solution, rather than just complaining about it.

Humans’ reactions to bots’ interventions matter, and inform how we design bots and what we tell them to do. In research at New York University in 2016, doctoral student Kevin Munger used Twitter bots to engage with people expressing racist views online. Calling out Twitter users for racist behavior ended up reducing those users’ racist communications over time – if the bot doing the chastising appeared to be a white man with a large number of followers, two factors that conferred social status and power. If the bot had relatively few followers or was a black man, its interventions were not measurably successful.

Raising additional questions

Bots’ abilities to affect how people act toward each other online brings up important issues our society needs to address. A key question is: What types of behaviors should bots encourage or discourage?

It’s relatively benign for bots to notify humans about specifically hateful or dangerous words – and let the humans decide what to do about it. Twitch lets streamers decide for themselves whether they want to use the bots, as well as what (if anything) to do if the bot alerts them to a problem. Users’ decisions not to use the bots include both technological factors and concerns about comments. In conversations I have seen among Twitch streamers, some have described disabling them for causing interference with browser add-ons they already use to manage their audience chat space. Other streamers have disabled the bots because they feel bots hinder audience participation.

But it could be alarming if we ask bots to influence people’s free expression of genuine feelings or thoughts. Should bots monitor language use on all online platforms? What should these “bot police” look out for? How should the bots – which is to say, how should the people who design the bots – handle those Twitch streamers who appear to enjoy engaging with trolls?

One Twitch streamer posted a positive view of trolls on Reddit:

“…lmfao! Trolls make it interesting […] I sometimes troll back if I’m in a really good mood […] I get similar comments all of the time…sometimes I laugh hysterically and lose focus because I’m tickled…”

Other streamers even enjoy sharing their witty replies to trolls:

“…My favorite was someone telling me in Rocket League “I hope every one of your followers unfollows you after that match.” My response was “My mom would never do that!” Lol…”

What about streamers who actually want to make racist or sexist comments to their audiences? What if their audiences respond positively to those remarks? Should a bot monitor a player’s behavior on his own channel against standards set by someone else, such as the platform’s administrators? And what language should the bots watch for – racism, perhaps, but what about ideas that are merely unpopular, rather than socially damaging?

The ConversationAt present, we don’t have ways of thinking about, talking about or deciding on these balancing acts of freedom of expression and association online. In the offline world, people are free to say racist things to willing audiences, but suffer social consequences if they do so around people who object. As bots become more able to participate in, and exert influence on, our human interactions, we’ll need to decide who sets the standards and how, as well as who enforces them, in online communities.

Saiph Savage, Assistant Professor of Computer Science, West Virginia University

This article was originally published on The Conversation. Read the original article.

TagsEdtechedtechchatelearningSTEAMSTEM
Previous Article

The Alarming Rise of Cyber Charter Schools ...

Next Article

Is social media messing with children’s morals?

Matthew Lynch

Related articles More from author

  • EdTech & InnovationHigher EducationTeachers

    Seven deadly sins of online course design

    June 12, 2015
    By Matthew Lynch
  • The Tech Edvocate

    Robotics, the Next Big Thing in Higher Education?

    February 14, 2017
    By Matthew Lynch
  • STEM

    How Early Should Kids Begin STEM Education?

    May 22, 2018
    By Matthew Lynch
  • Uncategorized

    Building Trust & Respect in Personalized Learning: 2016 Insights

    August 16, 2016
    By Matthew Lynch
  • EdTech & InnovationElementary EducationTrending Topics

    Why Digital Learning is Reshaping Education

    June 10, 2017
    By Matthew Lynch
  • Digital & Mobile TechnologyEarly Childhood & K-12 EdTechTrending Topics

    10 Amazing Lesson Planning Apps and Tools for Teachers

    June 25, 2017
    By Matthew Lynch

Search

Registration and Login

  • Log in
  • Entries feed
  • Comments feed
  • WordPress.org

Newsletter

Signup for The Edvocate Newsletter and have the latest in P-20 education news and opinion delivered to your email address!

RSS feed: Matthew on Education Week Matthew on Education Week

  • Au Revoir from Education Futures November 20, 2018 Matthew Lynch
  • 6 Steps to Data-Driven Literacy Instruction October 17, 2018 Matthew Lynch
  • Four Keys to a Modern IT Approach in K-12 Schools October 2, 2018 Matthew Lynch
  • What's the Difference Between Burnout and Demoralization, and What Can Teachers Do About It? September 27, 2018 Matthew Lynch
  • Revisiting Using Edtech for Bullying and Suicide Prevention September 10, 2018 Matthew Lynch

About Us

The Edvocate was created in 2014 to argue for shifts in education policy and organization in order to enhance the quality of education and the opportunities for learning afforded to P-20 students in America. What we envisage may not be the most straightforward or the most conventional ideas. We call for a relatively radical and certainly quite comprehensive reorganization of America’s P-20 system.

That reorganization, though, and the underlying effort, will have much to do with reviving the American education system, and reviving a national love of learning.  The Edvocate plans to be one of key architects of this revival, as it continues to advocate for education reform, equity, and innovation.

Newsletter

Signup for The Edvocate Newsletter and have the latest in P-20 education news and opinion delivered to your email address!

Contact

The Edvocate
910 Goddin Street
Richmond, VA 23230
(601) 630-5238
[email protected]
  • situs togel online
  • dentoto
  • situs toto 4d
  • situs toto slot
  • toto slot 4d
Copyright (c) 2026 Matthew Lynch. All rights reserved.