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This study examined the persuasive techniques employed by criminals in the online dating romance scam. Twenty participants were interviewed, including financial and non-financial victims. The paper first examines errors in decision making and finds victims make similar errors compared with victims of other mass marketing frauds. It is also proposes that the near-win phenomenon is useful in explaining why individuals remain in the scam and why some become re-victimized. A model called the Scammers Persuasive Technique Model is developed to highlight the processes involved in the scam. It provides a description of the victim and highlights how criminals groom victims prior to any financial requests. The various stages that follow to keep the victim involved in the scam are highlighted. Adapted from the source document.

Television (TV) is a powerful medium for marketing food and beverages. Food and beverage marketers tend to use this medium to target children with the hope that children will in turn influence their families’ food choices. No study has assessed the compliance of TV marketers with the South African Marketing to Children pledge since the enactment of the 2014 food advertising recommendations by the South African Department of Health and the Advertising Standards Authority. This study investigated the extent and nature of advertising of unhealthy versus healthy food and beverages to children in South African TV broadcasting channels. The date, time, type, frequency and target audience of food advertisements (ads) on four free-to-air South African TV channels were recorded and captured using a structured assessment guide. The presence of persuasive marketing techniques was also assessed. Unhealthy food and beverage advertising was recorded at a significantly higher rate compared with healthy food and beverages during the time frame when children were likely to be watching TV. Brand benefit claims, health claims and power strategies (e.g., advertising using cartoon characters and celebrated individuals) were used as persuasive strategies. These persuasive strategies were used more in unhealthy versus healthy food ads. The findings are in breach of the South African Marketing to Children pledge and suggest a failure of the industry self-regulation system. We recommend the introduction of monitored and enforced statutory regulations to ensure healthy TV food advertising space.

This study conducted an exploratory content analysis of TV food advertisements on the top three most popular channels for Filipino children aged two to 17 during school and non-school days. Data were collected by manually recording of aired advertisements from 16 non-school days (July to September 2020) and 16 school days (January to April 2021). Descriptive and inferential statistical analyses were used to assess children's rates of exposure to food advertisements (mean ± SD of advertisements aired per channel per hour), the healthiness of promoted foods (as permitted (healthier) or not permitted (unhealthy) according to nutrient profiling models from the World Health Organization), and persuasive techniques used in food advertisements, including promotional characters and premium offers. The results show that the rates of exposure to food advertisements were higher during school days (14.6 ± 14.8) than on non-school days (11.9 ± 12.0) (  < 0.01). Both periods yield a similarly higher proportion of non-permitted food advertisements (e.g. 9.3 ± 9.7 ads/channel/hour for school days and 8.3 ± 8.5 ads/channel/hour for non-school days) than permitted ones. More non-permitted food advertisements during children's peak viewing times were observed than non-peak viewing times (e.g. 11.8 ± 10. vs. 8.3 ± 9.2 ads/channel/hour for school days). Non-permitted food advertisements employed persuasive techniques more frequently, accounting for 64-91% of all food ads during peak viewing times. Children are exposed to a large volume of television advertisements for foods that should not be permitted to be marketed to children based on authoritative nutrient criteria.

Persuasion is inherent to the instructional process. Instructions delivered through online programs do not always generate expected and consistent learning outcomes, and hence persuasion in online instructional design is even more critical. Through this mixed-method study, we aim to identify the most widely used persuasive design techniques, the challenges limiting their applications, and their implications. Furthermore, this paper discusses the recommendations of new persuasive techniques put forth by Instructional Designers.

The present article is about language and power, focuses on the speechmaking skills, and using persuasive techniques such as Simile and metaphor, Mixed metaphor or simile, Extended metaphor, Allusion, Lists of three, Repetition, Parallelism, Puzzled or redundant questions, Alliteration and Wordplay. For the sake of better analysis certain elements of this ability, a comparison between Iran President Mr. Rouhani and U. S. President Mr. Obama is made. Two speeches of two presidents are selected. The first two are in the same topic and the second two are in different topics. Each president is a strong personality in his own right, both leaders have manifested this ability and managed to persuade the masses about the correctness of their political steps; however their using of persuasive techniques differ dramatically, as it is attempted to support by analysis in this article. The results show that, usually they use the same techniques but Dr. Rouhani use more persuasive techniques than President Obama does. Dr. Rouhani uses Alliteration and President Obama uses Metaphor more than other techniques in their speeches.  It can be said that using persuasive techniques is culture based.

This chapter contains sections titled: Active Learning: A Conceptual Model for Campaign Course Design Purpose Method Results Discussion References

Although the Toulmin model (1958) has dominated argumentation research, it does not provide many tools for evaluating argument quality. Towards that end, we draw on work in philosophy on argument schemes, and critical questions for evaluating those schemes. In our approach, we integrate the teaching of critical questions with argumentation vee diagrams (AVDs) and with oral and written discourse. AVDs are graphic organizers that prompt students to write arguments and counterarguments on different sides of the vee, and at the bottom of the vee, an integrative paragraph supporting a final conclusion. The present study was conducted in three sections of an undergraduate general education seminar. Two sections, comprising the experimental group, used AVDs containing a critical questions box reflecting questions for the arguments from consequence scheme (Walton, 1996). One section used AVDs without the critical question box. Students completed AVDs prior and during class discussions on social issues (e.g., drug legalization). Over time, students in the experimental group included more refutations related to the critical questions compared to the control group. The effect transferred to an in-class essay where no question prompts were provided, but not to a course paper written on whistleblowing. However, students in the experimental condition did include in their papers more explicit mention of moral principles. We explain these effects in relation to argument schema theory, in particular the development and automatization of a weighing schema. The critical questions appeared to provide students with a structure for evaluating arguments and counterarguments.

The ubiquity of short videos has demonstrated vast potential for health communication. An expansion of research has examined the persuasive effect of health communication in short videos, yet a synthesis of the research is lacking. This paper aims to provide an overview of the literature by examining the persuasive effect of health communication in short videos, offering guidance for researchers and practitioners. In particular, it seeks to address 4 key research questions: What are the characteristics of short videos, samples, and research designs in short video-based health communication literature? What theories underpin the short video-based health communication literature? What are the persuasive effects of health communication in short videos? and What directions should future research in this area take? Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, an electronic search of 10 databases up to March 10, 2023, generated 4118 results. After the full-text screening, 18 articles met the eligibility criteria. The current research lacks a uniform definition of short videos, demonstrates sample biases in location and education, and adopts limited methodologies. Most studies in this synthesis are theoretically grounded or use theoretical concepts, which are predominantly well examined in persuasion research. Moreover, relevant topics and suitable themes are effective in persuasive health communication outcomes, whereas the impact of diverse narrative techniques remains ambiguous. We recommend that future research extends the definition of short videos beyond time constraints and explores non-Western and less-educated populations. In addition, researchers should consider diverse methods to provide a more comprehensive examination and investigate the impact of audience targeting and narrative techniques in short video health communication. Finally, investigating how the unique aspects of short videos interact with or challenge traditional persuasion theories is essential.

Argumentation is fundamental for many learning assignments, ranging from primary school to university and beyond. Computer-supported argument scaffolds can facilitate argumentative discourse along with concomitant interactive discussions among learners in a group (i.e., first-order argument scaffolding). However, there is no evidence, and hence no knowledge, of whether such argument scaffolds can help students acquire argumentation competence that can be transferred by the students themselves to various similar learning tasks (i.e., second-order argument scaffolding). Therefore, this conceptual article argues that the focus of argument scaffold design and research should be expanded: from the study of first-order scaffolding alone to including the study of second-order scaffolding as well. On the basis of the Script Theory of Guidance (SToG), this paper presents a guideline for second-order argument scaffolding using diagnosis of the student's internal argumentative script and offering adaptive external support and various fading mechanisms. It also explains how to complement adaptive fading support with peer assessment, automatic response tools, and adaptable self-assessment to ensure that learners actually understand, learn, and apply targeted argumentation activities in similar situations.

Game design elements are often implemented in persuasive systems aimed to promote physical activity, a process called “gamification.” Gamification is believed to motivate users to become more active, and is commonly implemented in commercial products. However, relatively few studies rigorously evaluated the effectiveness of gamification, and they yielded contradicting findings. We set out to evaluate the effectiveness of virtual rewards and social comparison—two game elements prevalent in persuasive systems. We developed a research prototype, called “StepByStep,” aimed to promote routine walking. We created different versions of StepByStep, implemented as an application on Android-based mobile devices, and compared their effectiveness in two field studies. Study 1 showed that a quantified version of the application—offering continuous measurement of walking time, a daily goal, and real-time feedback on progress toward this goal—facilitated reflection on activity and significantly increased walking time over baseline level. Study 2 showed that gamified versions offering virtual rewards and social comparison were only as effective as the quantified version. Thus, we advise designers to facilitate reflection on meaningful aspects of physical activity by developing novel ubiquitous measures. Furthermore, our findings highlight the importance of systematic comparisons between quantified and gamified elements for better understanding their motivational affordances.