Attitude moderation: A comparison of online chat and face-to-face conversation

Face-to-face conversation and online chat were compared on their tendency to moderate attitudes through exposure to an opposing perspective. As predicted on the basis of the greater self-focus and reduced presence of the other in text-based chat, strangers who chatted online for 20 min about a divisive social issue on which they held opposing attitudes showed less movement toward their partner’s position as a result than did those who spoke face-to-face for the same length of time. The potential limitation of text-based online communication for bridging attitude divides is discussed.     

Electronic [re]constitution of groups: Group dynamics from face-to-face to an online setting

The authors work as online tutors for a BSc (Hons) physiotherapy programme at Coventry University in the United Kingdom. This paper represents a stage in our developing understanding, over a 3 year period, of the impact of group dynamics on online interaction among physiotherapy students engaged in sharing with their peers their first experiences of clinical practice. The literature exploring online interaction tends to situate meaning either in theories borrowed from conventional face-to-face interaction or on virtual interaction. Research focusing on ‘blended learning’ that combines face-to-face and online interaction is limited in terms of considering how group dynamics impact groups that are constituted and reconstituted in the two very different learning contexts. Using a case study approach, the authors consider how group dynamics change as groups move from face-to-face to online collaboration in pursuit of learning objectives. We characterize typical features of the cases and draw conclusions based on similarities and differences. Findings suggest that group learning is linked to group cohesion, which appears to be mediated by social and cognitive factors that students bring with them. Social presence appears vital to positive group dynamics and is a precursor to cognitive presence, which develops when groups rise above their desire to be sociable and supportive. Group dynamics, whether positive or negative, and their consequent impact on interaction appear to be relatively stable across contexts once the group scene is set through face-to-face interaction. Engagement and interaction of individual students, however, can alter when face-to-face interaction moves online.     

The use of computer-mediated communication to enhance subsequent face-to-face discussions

A study assessing the effects of synchronous and asynchronous computer-mediated communication on subsequent face-to-face discussions was conducted. Participants were asked to read a short article about internet censorship. Then they were randomly assigned to one of three groups: a synchronous (internet chat) group, an asynchronous (internet discussion board) group and a control group. Both the internet chat group and the internet discussion board group engaged in an on-line dialog about the article they read. They then followed the on-line dialog with a face-to face discussion. The control group had no on-line discussion but instead immediately began a face-to-face discussion. Finally, all completed a questionnaire about their experience. The results showed that face-to-face discussions preceded by either synchronous or asynchronous computer-mediated communication were perceived to be more enjoyable and include a greater diversity of perspectives than face-to-face discussions not preceded by computer-mediated communication.     

Online vs. Face-to-Face Deliberation: Effects on Civic Engagement

Deliberation is considered to produce positive effects on public opinion, in that it exposes participants to alternative perspectives and rational arguments. However, whereas benefits of face-to-face deliberation have been supported by many empirical studies, the effects of online deliberation remain unclear to date. This research compares the effects of online and face-to-face deliberation in experimental settings. A theoretical review of computer-mediated communication and deliberative democracy suggests that online deliberation is not necessarily inferior to face-to-face deliberation. An experiment was conducted to compare the relative outcomes of a deliberation performed in face-to-face and computer-mediated settings. The results suggest that both online and face-to-face deliberation can increase participants' issue knowledge, political efficacy, and willingness to participate in politics.     

Deception in cyberspace: A comparison of text-only vs. avatar-supported medium

The use of anthropomorphic avatars provides Internet users the opportunity and freedom to manipulate their identity. As cyberspace becomes a haven for deceptive behavior, human–computer interaction research will need to be carried out to study and understand these deceptive behaviors. The objective of this research is to investigate the behavior of deceivers and non-deceivers (or truth-tellers) in the cyberspace environment. We examine if the intention to deceive others influences one's choice of avatars in the online chat environment. We also investigate if communication medium (text-only vs. avatar-supported chat) influences one's perception of trustworthiness of the communication partner. A lab experiment was conducted in an online chat environment with dyads. The results indicate that in the text-only chat environment, subjects who were deceiving their partner experienced higher anxiety levels than those who were truthful to their partner; however, the same phenomenon was not observed in the avatar-supported chat environment. This suggests that “wearing a mask” in cyberspace may reduce anxiety in deceiving others. Additionally, deceivers are more likely to choose avatars that are different from their real selves. The results also show that the use of avatars in a computer-mediated chat environment does not have an impact on one's perceived trustworthiness.     

Plugged in but not connected: Individuals’ views of and responses to online and in-person ostracism

We conducted two studies to examine perceptions of, and reactions to, ostracism occurring either in-person or online. In study 1, participants read a vignette describing either in-person or online ostracism, then estimated their psychological and interpersonal responses as if they experienced such ostracism. Participants anticipated experiencing distress, and this was consistent across ostracism method. Ostracism method did predict negative affect (NA), with greater NA increases anticipated for in-person exclusion, compared to online. A significant interaction between gender and ostracism method predicted anticipated belonging. Males anticipated higher belonging in the in-person condition (relative to online); females anticipated more belonging in the online condition. In study 2, participants experienced in-person or online ostracism during a brief interaction with study confederates. Both conditions elicited similar reports of low inclusion, high exclusion, and significant decreases in positive and negative affect. Ostracism method qualified self-esteem (SE) results; chat room participants indicated an increase in SE following ostracism, whereas in-person participants reported a slight decrease. Males and females were similarly affected by both conditions. These studies demonstrate that online experiences of ostracism may be as meaningful as those experienced in person. Whether this finding generalizes to those with less technological familiarity should be examined further.     

Bringing theory to research on computer-mediated comforting communication

The current paper sought to advance the literature on computer-mediated emotional support by outlining a candidate theory of online comforting communication. We present a model that explicates the discursive, cognitive, and affective processes that function to reduce emotional distress and help improve one’s psychosocial well-being. We identify unique attributes of online social interaction, as compared to face-to-face (FtF) interaction, that may be especially useful for facilitating empathic and adaptive comforting communication. Additionally, we explain how unique features of computer-mediated comforting communication may work to facilitate the cognitive and affective processes that result in alleviation of emotional distress. Final sections of the paper advance research questions and hypotheses to guide future empirical research examining the efficacy of online emotional support.     

Writing power into online discussion

This article considers the way in which control of interaction emerges as a function of personal agency and external factors in a group of students engaged in online asynchronous text-based communication in a distance education program. It is structured around the argument that control is partly related to the power that individuals have to give effect to their wishes, but also acknowledges that this sense of agency is always in relation to the powers of others and more structural constraints. A picture emerges of the choices students make in deciding when to initiate discussion and respond to others, and about decisions concerning whose messages they would read and when. The impact of other students, of online groups, and instructors seems to play an important role in determining how participants participate in online interaction. Consideration of broader issues shows how the context in which students engage in interaction impacts the nature and extent of that interaction. The article concludes that being aware, and taking advantage of the socially grounded nature of online interaction provides the basis from which educators can act to ensure that interaction in online learning communities is enabling for the learning of all students.     

金雁学院在线学习平台的研究与设计

传统的面对面教育方式已经不能满足当前人们的知识需求,网络远程在线学习平台成为现代教育技术发展的方向之一。金雁学院的在线学习平台集合学习、考试为一体,实现交互的网络学习与考试环境。节省了大量的人力和财力,使学习突破了时间和空间的限制。     

Dating deception: Gender,online dating,and exaggerated self-presentation

This study examined how differences in expectations about meeting impacted the degree of deceptive self-presentation individuals displayed within the context of dating. Participants filled out personality measures in one of four anticipated meeting conditions: face-to-face, email, no meeting, and a control condition with no pretense of dating. Results indicated that, compared to baseline measures, male participants increased the amount they self-presented when anticipating a future interaction with a prospective date. Specifically, male participants emphasized their positive characteristics more if the potential date was less salient (e.g., email meeting) compared to a more salient condition (e.g., face-to-face meeting) or the control conditions. Implications for self-presentation theory, online social interaction, and online dating research will be discussed.     

Interaction analysis in a ‘Learning by Doing’ problem-based professional development context

This paper explores the concept and practice of interaction within a blended problem-based learning (PBL) module for academic professional development in higher education. A qualitative study spanning two years of the lived experiences of 17 academic staff in a blended PBL module was considered likely to provide a much-needed analysis of current thinking and practice on the potential of interaction. Relevant constructivist theories are applied to face-to-face PBL tutorials, online discussions, focus group interviews and reflective papers. For designers and tutors in blended PBL, it is important to seek best practices for how to combine instructional strategies in classroom and computer-mediated environments that take advantage of the strengths of each and avoid their weaknesses. Specific aspects of interaction (peer, tutor and the blended PBL learning experience) within face-to-face and online PBL tutorials are analysed to provide research-based information about the realities of delivering a PBL programme using a variety of current learning technologies.     

Effects of face-to-face versus chat communication on performance in a collaborative inquiry modeling task

In many contemporary collaborative inquiry learning environments, chat is being used as a means for communication. Still, it remains an open issue whether chat communication is an appropriate means to support the deep reasoning process students need to perform in such environments. Purpose of the present study was to compare the impact of chat versus face-to-face communication on performance within a collaborative computer-supported modeling task. 44 Students from 11th-grade pre-university education, working in dyads, were observed during modeling. Dyads communicated either face-to-face or through a chat tool. Students’ reasoning during modeling was assessed by analyzing verbal protocols. In addition, we assessed the quality of student-built models. Results show that while model quality scores did not differ across both conditions, students communicating through chat compressed their interactions resulting in less time spent on surface reasoning, whereas students who communicated face-to-face spent significantly more time on surface reasoning.     

The associations between young adults’ face-to-face prosocial behaviors and their online prosocial behaviors

Drawing on the co-construction theory (Subrahmanyam, Smahel, & Greenfield, 2006), this study investigated the relationship between online and face-to-face prosocial behaviors among 493 (345 women) young adults (ages 18-25 years). Findings indicated that face-to-face prosocial behaviors were positively associated with the engagement in online prosocial behaviors through social networking sites (e.g., Facebook, Myspace, Twitter), chat programs (e.g., Google Talk, AOL Instant Messenger, Yahoo Messenger), email, and text messages, after controlling for gender and time spent using each type of technology. These findings extend the application of the co-construction theory to online prosocial behaviors. Furthermore, these findings suggest that the internet is also a place for positive interactions and call for more research investigating online prosocial behaviors.     

Social intelligence design in online chat communication: a psychological study on the effects of “congestion”

Social intelligence design (SID) is an essential concept for constructing electronic communities or computer-supported communication systems which effectively support various intelligent activities. This study is focused on one example of such systems, that is, online chat for real-time computer-mediated communication. We examined various dimensions of human information processing in online chat sessions from both the cognitive and social perspectives within psychology. A key variable which affects the process of a chat session is what we call communication congestion. We regard this quality as characterizing online chat sessions and are experimentally exploring its effects on chat performance and cognition processing by participants. Results of this experimental study suggest that medium-density congestion with a relevant topic might activate communication, particularly for experienced participants. Based on our findings, we discuss some suggestions regarding future innovations for chat systems.

The effectiveness of synchronous computer-mediated communication for solving hidden-profile problems: Further empirical evidence

We experimentally compared the effectiveness of face-to-face (FTF) and synchronous computer-mediated communication when using a chat tool in solving hidden-profile business problems. In such problems, information critical to its solution is dispersed among team members and they must share it to solve the problem. Unlike prior research using hidden-profile tasks, our study used a real-world business-oriented task, established real rather than ad hoc teams, and imposed a time constraint on them. Hypotheses derived from media richness theory were found to be supported, with the results revealing that computer-mediated teams using the chat tool were less successful in exchanging and processing information than FTF teams and were thus less successful at solving the hidden-profile problem. The results also showed that, when operating under a time constraint, FTF was preferred over computer-mediated communication due to the relative immediacy of feedback and multiplicity of cues available in the FTF setting, as media richness theory predicted.     

Loneliness and social uses of the Internet

Loneliness has been associated with increased Internet use. Lonely individuals may be drawn online because of the increased potential for companionship, the changed social interaction patterns online, and as a way to modulate negative moods associated with loneliness. Online, social presence and intimacy levels can be controlled; users can remain invisible as they observe others’ interactions, and can control the amount and timing of their interactions. Anonymity and lack of face-to-face communication online may decrease self-consciousness and social anxiety, which could facilitate pro-social behavior and enhance online friendship formation. Support for this model was found in a survey of 277 undergraduate Internet users that was used to assess differences between lonely and not-lonely individuals in patterns of Internet use. Loneliness was assessed on the UCLA Loneliness Scale; students in the highest 20% (Lonely) were compared with all other students (Non-lonely). Lonely individuals used the Internet and e-mail more and were more likely to use the Internet for emotional support than others. Social behavior of lonely individuals consistently was enhanced online, and lonely individuals were more likely to report making online friends and heightened satisfaction with their online friends. The lonely were more likely to use the Internet to modulate negative moods, and to report that their Internet use was causing disturbances in their daily functioning.     

Sex role stereotyping is hard to kill: A field experiment measuring social responses to user characteristics and behavior in an online multiplayer first-person shooter game

Sex role stereotyping by players in first-person shooter games and other online gaming environments may encourage a social environment that marginalizes and alienates female players. Consistent with the social identity model of deindividuation effects (SIDE), the anonymity of online games may engender endorsement of group-consistent attitudes and amplification of social stereotyping, such as the adherence to gender norms predicted by expectations states theory. A 2 × 3 × 2 virtual field experiment (N = 520) in an online first-person shooter video game examined effects of a confederate players’ sex, communication style, and skill on players’ compliance with subsequent online friend requests. We found support for the hypothesis that, in general, women would gain more compliance with friend requests than men. We also found support for the hypothesis that women making positive utterances would gain more compliance with friend requests than women making negative utterances, whereas men making negative utterances would gain more compliance with friend requests than men making positive utterances. The hypothesis that player skill (i.e., game scores) would predict compliance with friend requests was not supported. Implications for male and female game players and computer-mediated communication in online gaming environments are discussed.     

Online and physical appropriation: evidence from a vignette experiment on copyright infringement

ABSTRACT

In this study, we use a vignette experiment to inquire which features of online piracy make it ethically discernible from traditional theft. We find that the actual loss incurred by a victim, and especially a loss of a physical object have particularly strong bearing on ethical evaluation. Interestingly, in contrast to the claims that norms are inherently rotten in computer-mediated interaction, the patterns of ethical judgment in the online and offline contexts are very similar. These are mostly the characteristics of the deed themselves that explain differences in ethical judgment and not a different perception of these characteristics in the online context. We interpret these findings in the context of legal regulations and the design of anti-piracy campaigns.     

Examining students’ online interaction in a live video streaming environment using data mining and text mining

This study analyses the online questions and chat messages automatically recorded by a live video streaming (LVS) system using data mining and text mining techniques. We apply data mining and text mining techniques to analyze two different datasets and then conducted an in-depth correlation analysis for two educational courses with the most online questions and chat messages respectively. The study found the discrepancies as well as similarities in the students’ patterns and themes of participation between online questions (student–instructor interaction) and online chat messages (student–students interaction or peer interaction). The results also identify disciplinary differences in students’ online participation. A correlation is found between the number of online questions students asked and students’ final grades. The data suggests that a combination of using data mining and text mining techniques for a large amount of online learning data can yield considerable insights and reveal valuable patterns in students’ learning behaviors. Limitations with data and text mining were also revealed and discussed in the paper.     

Problematic Internet use and psychosocial well-being: development of a theory-based cognitive–behavioral measurement instrument

The paper presents results from an exploratory study that: (1) developed a theory-based measure of PIU and (2) administered the instrument to a sample of undergraduate students to assess the associations among PIU and several psychosocial variables including, depression, self-esteem, loneliness, and shyness. A new instrument, the Generalized Problematic Internet Use Scale (GPIUS) was designed to operationalize Davis's [Computers in Human Behavior, 17 (2001), 187] theoretical construct of generalized PIU. The GPIUS and several measures of psychosocial well-being were administered to 386 undergraduate students. Results from this preliminary study indicate that the GPIUS is both reliable and valid. A factor analysis identified seven unique sub-dimensions of the GPIUS, including: mood alteration, perceived social benefits available online, negative outcomes associated with Internet use, compulsive Internet use, excessive amounts of time spent online, withdrawal symptoms when away from the Internet, and perceived social control available online. All GPIUS subscales were correlated with psychosocial health variables including: depression, loneliness, shyness, and self-esteem. A regression analysis identified several important psychosocial and cognitive–behavioral predictors of negative outcomes associated with generalized PIU. Results also suggest that one's preference for computer-mediated social interaction, as opposed to face-to-face interaction, plays a role in the etiology, development, and outcomes of generalized PIU.