Website credibility and deceiver credibility: Expanding Prominence-Interpretation Theory

Deception is a common part of everyday discourse, and while much is known about deception and traditional face-to-face communication, relatively little is known about deception and its detection when the communication is computer-mediated. A recent meta-analysis (Bond & DePaulo, 2008) showed that the largest determinant of deception detection success in traditional non-mediated communication was the perceived credibility of the sender. Does this conclusion also hold for computer-mediated communication and deception detection? Using Prominence-Interpretation Theory (PIT; Fogg, 2003) and Interpersonal Deception Theory (IDT; Buller & Burgoon, 1996), we investigated the relationships among media, credibility and its antecedents, and deception detection. We expanded PIT using key concepts from IDT, resulting in what we call expanded PIT (EPIT). We created a model of EPIT and derived seven propositions from it. We argue that EPIT is a useful approach to investigating deception detection in a computer-mediated communication context and that it also has potential as a more general purpose theory.     

The relevance of communication media in conflict contexts and their effectiveness: A negotiation experiment

Conflict negotiation is a communication process in which participants exchange huge amounts of cognitive and emotional information interactively to achieve a mutually acceptable solution regarding previous inconsistency. The present paper approaches this issue from the perspective of intervention in emotional negotiation by examining the moderating effect of communication media on the relationships between conflict contexts and their effectiveness. Given the different effectiveness of emotional delivery between face-to-face communication and computer-mediated communication, we hypothesize that the choice of communication media will ultimately affect negotiation effectiveness. A negotiation experiment was designed to test our research hypotheses. We find that face-to-face communication functions effectively in the functional conflict context, whereas computer-mediated communication functions effectively in dysfunctional conflict context.     

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.     

Precursors of adolescents’ use of visual and audio devices during online communication

Theories of computer-mediated communication typically rest upon the assumption that communication via computers lacks visual and auditory cues. However, recent technological advances, such as webcams and microphones, as well as their increased use question this assumption. Moreover, the question arises of what characterizes individuals who use such devices. Drawing on a survey of 1060 adolescents, we found that 57% of adolescents at least occasionally used webcams during instant messaging, while 32% at least sometimes used microphones. If adolescents perceived the lack of visual cues in online communication to be important, they used webcams less frequently. For early and middle adolescents, greater levels of social anxiety reduced the use of webcams, whereas higher levels of private self-consciousness increased it. Our results suggest that the nature of computer-mediated communication may change considerably in the next years. Theories of computer-mediated communication need to more strongly integrate these changes into theory building.     

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.     

Computer-Mediated Word-of-Mouth Communication on RateMyProfessors.com: Expectancy Effects on Student Cognitive and Behavioral Learning

The purpose of this study was to experimentally test the influence of expectancies formed through computer-mediated word-of-mouth communication (WOM) on student learning. Increasingly, students rely on computer-mediated WOM through sites such as RateMyProfessors.com to aid in the process of information-gathering and course selection. It was hypothesized that students who received positive computer-mediated WOM about a course would demonstrate greater levels of cognitive and behavioral learning than would students who received no information or negative computer-mediated WOM. Results demonstrated the predicted effects for cognitive and behavioral learning. It was further hypothesized that observed expectancy effects would be mediated by affect toward learning. Results supported a partial mediational role for affect in the context of positive expectancies, but not negative expectancies. Results were discussed in terms of the role of computer-mediated WOM in generating expectations, the expectations-affect-behavior hypothesis, and the influence of student expectations on learning outcomes.     

The development of group identity in computer and face-to-face groups with membership change

A three-part conception of group identity is proposed that draws on common fate, cohesiveness, and cognitive views of group identity. The changing contribution of these three components to group identity was examined for 31 original and 29 reconfigured groups which met for 7 consecutive weeks using either face-to-face (FIF) or computer-mediated communication (CMC). Group identity was consistently lower for computer-mediated groups, and this effect was stronger in the reconfigured groups. In the original groups, group identity started high and declined for both FTF and CMC groups. In the reconfigured groups, developmental patterns differed from those of the original groups, and also differed by communication medium. Individual differences accounted for a substantial amount of variance in group identity across original and reconfigured groups.     

The effect of informal social support: Face-to-face versus computer-mediated communication

Survey data were collected on a military sample to test two main hypotheses about the impact of face-to-face and computer-mediated social support following disruptive life events. We tested two main hypotheses: first, as previous research indicates, the impact of a disruptive life event is partially dependent upon the amount of social support one receives during the time of the event (H1). Second, the type of communication used will further impact the effectiveness of social support in comforting individuals following a negative life event. Results support both hypotheses, indicating that the buffering role of social support following a disruptive life event is not only dependent upon the amount of social support one receives, but is further affected by the type of communication that participants used to receive support. These findings provide support for the buffering hypothesis’ utility in the realm of computer-mediated communication, as well as the application of the cues-filtered-out approach in the mediated social support domain.     

Content and processes in problem-based learning: a comparison of computer-mediated and face-to-face communication

Abstract  There has been an increasing interest in the use of computer-mediated communication (CMC) in problem-based learning. One line of research has been to introduce synchronous, or simultaneous, communication attempting to create text-based digital real-time interaction. Compared with face-to-face (F2F) communication, CMC may be a poorer medium regarding coordination of the activity. Still, we are in need for more knowledge on the possible advantages and problems regarding such digital communication processes. In the present study, we compared activities in digital and F2F problem-based learning (PBL) regarding the content of the communication, turn-taking processes and the emergence of learning issues. The results indicate that when students discussed in the digital learning environment, they focused more on technical and organizational questions, produced relatively more initiatives but less responses, and produced less elaborated and specified learning issues than when they participated in F2F meetings.     

The phenomenon of blogs and theoretical model of blog use in educational contexts

Many educators have attempted to implement a blog in educational contexts to enhance the communication environment among students and teachers. However, it is uncertain as to why traditional computer-mediated communication (CMC) applications should be replaced with blogs. It is time to comprehensively explore the effects of educational blogs by considering the CMC tools. This paper reviews prior studies and develops a model for the use of blogs in educational contexts by taking into account socio-technical systems theory. The model contributes to interactivity, an open system, a visualization tool, and a decentralized environment of online communication circumstance.     

Overcoming social awareness in computer-supported groups

We examined status effects in face-to-face and computer-mediated three-person groups. Our expectation that low status members in computer-mediated group discussions would participate more equally, and have more influence over decisions, than their counterparts in face-to-face groups was not confirmed. The results suggest that knowledge of status differences and labels were used to form cognitive impressions of other group members. It seems that when group members are aware of the status characteristics of the group, social cues were magnified rather than redüced. Implications of these findings for mixed status cooperative work groups and for the design of computer communication systems are discussed.     

Ranting about race: Crushed eggshells in computer-mediated communication

When conflicts about race erupt in computer-mediated communication (CMC), what can an instructor do? This article draws a distinction between unnecessary conflict and conflict that makes visible deeply held values and resentments. It provides suggestions as to how to forestall unnecessary conflict and emphasizes the importance of working through values-driven conflict.     

The Impact of Technology Availability and Structural Guidance on Group Development in Workgroups Using Computer-Mediated Communication

This article examines how technology and structural guidance influence the development of workgroups using computer-mediated communication (CMC). The results of two experiments support the notion that CMC workgroups develop over time in a similar manner to face-to-face groups. Technology availability had minimal, fleeting effects on group development. Structural guidance had a more pronounced effect, increasing feelings of belonging and goal commitment in newly formed groups, but lowering feelings of trust in maturing groups.     

Cues in computer-mediated communication: A corpus analysis

An analysis of five contemporary corpora examines the use of several different cues in four channels of computer-mediated communication. With an in-depth corpus analysis, we show that a wealth of cues is available in online communication, and that these cues are often matched with words that have particular functions and/or semantic meanings. Using the Linguistic Inquiry and Word Count text analysis software (Pennebaker et al., 2007), we found the two largest categories represented by cue-laden words involved affect and cognitive mechanisms, suggesting that cues are largely used to indicate emotion or to disambiguate a message. We argue that learning the meaning of these cues is central to learning how people communicate nonverbally while online.     

Dude,where’s my avacar? A mixed-method examination of communication in the driving context

Drivers who feel social closeness with other drivers tend to drive more safely, according to previous research. Given this, we examine how communication in the driving context influences social closeness, drawing from theories of computer-mediated communication, a context with notable similarities to the road. A survey study found that social closeness with others is associated with greater communication comfort and identity expression through the car, but less treatment of the car as a social entity. An interview study provides context and caveats for these generalizations. Together, these studies present implications for near-future social-mobility services relating to safety on the road.     

Group processes in solving two problems: face-to-face and computer-mediated communication

In this study, an experiment on communication and problem solving in face-to-face communication and computermediated communication was conducted. The latter was performed in two variants; subjects writing under their own name or subjects writing anonymously. The problems were a Social Dilemma problem and a Criminal Puzzle problem. The theoretical starting point was if, and how, the communication form influences social relations, communication equality and communication processes. A qualitative analysis showed that different problems were related to different patterns of the variables studied. The computer-mediated communication solving the Criminal Puzzle problem induced relatively greater idea generation that was not responded to, while the face-toface communication was associated with relatively more answers. In the Social Dilemma, feedback was relatively more common in face-to-face communication than in computermediated communication. To 'give information about the game' was relatively more common in the anonymous computer-mediated communication than face-to-face situation, indicating that computer-mediated communication is associated with speaker generation of information, but less with responses to the interlocutor. There were no outcome differences or communication equality effects related to communication condition. These results point to the importance of the task related activities in the discussions rather than the importance of medium.     

Cyber patients surfing the medical web: Computer-mediated medical knowledge and perceived benefits

Information and communication technologies have introduced new and impressive tools for information sharing and building computer-mediated knowledge repositories in a global context. Clinicians and researchers pay particular attention to technology as a promising tool to empower patients through self-health care management skills and to improve health care communication with providers. This represents a significant step in modern medicine of computer-integrated patient self-health care. This paper aims to examine perceived informational and decisional benefits of computer-mediated health and medical information, more specifically of cancer web-sites, and presents the results of two separate statistical models of perceived benefits. Multivariate hierarchical regression analyses showed that the frequency and time spent visiting medical web-sites are significant predictors of perceived benefits of computer-mediated knowledge. The results also indicated that computer-mediated medical information empowers health consumers to make informed decisions for their health care. The discussion section of the paper contextualizes the findings within the current sociomedical trends of self-health care and partnership with health providers. It is important to understand the perceived benefits of using computer-mediated medical knowledge, so that information and communication technologies can be targeted to educate patients to make informed decisions and to develop patient self-health-care management competencies.     

Psychological research of computer-mediated communication in Russia

The article is devoted to the earliest Russian research carried out in the computer-mediated communication field. The most important modern directions of psychological research in the computer mediated-communication field in Russia also are described. The first research direction deals with the educational effects of children and adults participation in the computer-mediated communication. The newest direction of psychological and sociological research is concentrated on analysing the dynamics of the networks' users population growth and change. This project is also devoted to the psychological results of computer-mediated communication. The structure of human activity, its orientation basis, emotional and motivational regulation were investigated. A special series of investigations is devoted to the gender differences in computer networking in Russia. The trends of future research in the computer-mediated communication field are also described.     

Guiding knowledge communication in CSCL via group knowledge awareness

Computer-mediated collaboration is not in and of itself a beneficial setting for learning. Environments for computer-mediated collaboration need to trigger learning-productive interactions. In this paper, we propose to implement tools providing group knowledge awareness (GKA), i.e., information about collaborators’ knowledge. GKA is typically restricted in CSCL environments. A GKA tool visualizing self-assessed learner knowledge, their partner’s self-assessed knowledge, and thus the distribution of knowledge, was studied in a computer-mediated collaborative learning scenario. Thirty-eight dyads were randomly assigned to either the GKA condition (GKA tool) or a control condition (only learner’s own knowledge was visualized). Results show that the GKA tool guided learners in their collaboration and, more specifically, in designing their communicative acts. Depending on the self- vs. partner-oriented purpose of the communicative act, the learner’s own vs. the partner’s knowledge guided communication. Guided communication was a mechanism for perceived learning gains and perceived knowledge convergence. A knowledge test failed to reveal a significant difference between the GKA and the control condition. In this paper, we will discuss characteristics of GKA tools and their impact on collaboration.     

Group processes in solving two problems: Face-to-face and computer-mediated communication

In this study, an experiment on communication and problem solving in face-to-face communication and computermediated communication was conducted. The latter was performed in two variants; subjects writing under their own name or subjects writing anonymously. The problems were a Social Dilemma problem and a Criminal Puzzle problem. The theoretical starting point was if, and how, the communication form influences social relations, communication equality and communication processes. A qualitative analysis showed that different problems were related to different patterns of the variables studied. The computer-mediated communication solving the Criminal Puzzle problem induced relatively greater idea generation that was not responded to, while the face-toface communication was associated with relatively more answers. In the Social Dilemma, feedback was relatively more common in face-to-face communication than in computermediated communication. To 'give information about the game' was relatively more common in the anonymous computer-mediated communication than face-to-face situation, indicating that computer-mediated communication is associated with speaker generation of information, but less with responses to the interlocutor. There were no outcome differences or communication equality effects related to communication condition. These results point to the importance of the task related activities in the discussions rather than the importance of medium.