The present study examined the influence of the technological environment and the technological mediation on argumentative interactions among university students. Eighty-two students, paired in dyads, participated in discussions on an academic task in different settings (face-to-face, chat, video call), and with or without technological mediation for diagramming arguments. A higher prevalence of co-construction was observed compared to arguments, opposition, and integration, with significant variations depending on the interaction environment and the presence or absence of technological mediation. Comparisons revealed higher levels of used arguments, combined stance elaboration, and post-opposition integration in the face-to-face environment. On the other hand, technological mediation was associated with higher levels of arguments. Personal changes in opinions were also explored, showing significant associations with the environment as the shift towards more integrative opinions predominated in the face-to-face setting. The article concludes by highlighting the relevance of studying of these variables in argumentative interactions within academic environments.