Interacting with infotainment applications: Navigation patterns and mental models

This article investigates the way users interact with typical multimedia infotainment applications. The focus is on the development over time of their navigation behaviours in the information structure and their mental models of it. The experiment involved a multimedia infotainment (CD-i) title with some 150 information items. Subjects were asked to perform a series of exploration, search and drawing tasks; sessions were concluded with an interview and a reconstruction task. Objective navigational data were compared with subjective results concerning the users' mental models, using the terminology of the navigational framework of Edwards and Hardman. It was found that, after 1 hour, only 25% of the information items had been explored. Subjects use the first 20-30 minutes of explorative interaction time to discover the (local) structures in the title. They then start to observe the presentations in a more content-related way. The development of the user's mental model appears to proceed relatively steadily. The perceived distance between information elements mainly depends on the number of steps to be taken.     

Social networks,communication styles,and learning performance in a CSCL community

The aim of this study is to empirically investigate the relationships between communication styles, social networks, and learning performance in a computer-supported collaborative learning (CSCL) community. Using social network analysis (SNA) and longitudinal survey data, we analyzed how 31 distributed learners developed collaborative learning social networks, when they had work together on the design of aerospace systems using online collaboration tools. The results showed that both individual and structural factors (i.e., communication styles and a pre-existing friendship network) significantly affected the way the learners developed collaborative learning social networks. More specifically, learners who possessed high willingness to communicate (WTC) or occupied initially peripheral network positions were more likely to explore new network linkages. We also found that the resultant social network properties significantly influenced learners’ performance to the extent that central actors in the emergent collaborative social network tended to get higher final grades. The study suggests that communication and social networks should be central elements in a distributed learning environment. We also propose that the addition of personality theory (operationalized here as communication styles) to structural analysis (SNA) contributes to an enhanced picture of how distributed learners build their social and intellectual capital in the context of CSCL.     

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.     

Sustaining computer-mediated communication in university courses

Abstract In the second of two graduate classes with the same title and content, the volume of on-line messages per person, in the four weeks sampled, was more than seven times higher than in the first. Between weeks l-2 and weeks 5-6, the total number of messages per person dropped in the first class and rose in the second. Each class had a different computer-mediated communication (CMC) system and was given different guidelines for use. This paper analyses differences in volume and hypothesises a relationship between system characteristics, guidelines for use, and the perpetuation of verbal interaction in settings where CMC is mandated.     

Effects of gendered character representation on person perception and informational social influence in computer-mediated communication

Two experiments examined (a) if the gender of a randomly assigned character would affect individuals' inferences about an anonymous partner in computer-mediated communication (CMC) and (b) how the gender inference would moderate informational social influence. In Experiment 1, participants played a trivia game on a gender-biased topic (sports vs. fashion) with their ostensible partner via computer, represented by a gender-marked cartoon character. The results showed that both men and women, despite the arbitrary nature of character assignment, categorized the partner according to the character's gender. However, the effects of the gender inference on conformity were moderated by the topic and the participant's gender. First, when the topic matched the participant's gender, there was no character effect. Second, whereas women used “expertise heuristics”, exhibiting greater conformity to the male-charactered than female-charactered partner on a masculine topic, men displayed greater conformity to the male-charactered than female-charactered partner on a feminine topic, suggesting male resistance to female influence. Using a gender-neutral topic, Experiment 2 confirmed the explanations. Although the character triggered gender-stereotypical perception of the partner, when the gender was not diagnostic of expertise, the character's gender did not affect women's conformity behavior while men nonetheless showed greater conformity to the male-charactered partner.     

Supporting the development of synchronous text-based computer-mediated communication with an intelligent diagnosis tool

To date, a look at the scientific literature on the construction and use of synchronous computer-mediated communication (CMC) support environments reveals that most researchers have focused either on exchanging information or on constructing and presenting posts. In this work, an intelligent collaborative synchronous CMC platform that detects whether the learners address the expected discussion issues is proposed. The concept maps related to the learning topics are first outlined by the instructor. After each learner issues a post on the synchronous CMC platform, a feature selection approach is adopted to derive the input parameters of a one-class Support Vector Machines (SVMs) classifier. The classifier then determines if the learners’ posts are related to the concept maps previously outlined by the instructor. Meanwhile, learner peers from the same group are asked to provide comments on the synchronous CMCs, and a group grading module is established in this work to evaluate the quality of the synchronous CMCs. If the evaluation results from the classifier and the group grading module are inconsistent, the instructor or the teaching assistant is consulted to verify the evaluation results. Notably, a feedback rule construction mechanism is used to issue feedback messages to learners in cases where the synchronous CMC support system detects that the learners have strayed astray from the expected learning topics in their posts. The classification rates for the one-class SVM classifier can reach up to 97.06%, and the average pre-test and post-test grades were 51.94 and 66.77, respectively, which revealed that the junior high school students participating in synchronous CMC activities related to natural science were benefited by the proposed intelligent synchronous CMC platform.     

Roles as a structuring tool in online discussion groups: The differential impact of different roles on social knowledge construction

This study focuses on stimulating social knowledge construction in e-discussions and examines the introduction of five roles: starter, summariser, moderator, theoretician, and source searcher. Asynchronous discussion groups of 10 1st-year students Instructional Sciences were organised to foster students’ processing of the learning content. Four successive authentic tasks of three weeks each were presented. Taking into account the moment of introduction of the role assignment (at the start of the discussions versus at the end), the differential impact of the roles on knowledge construction is studied through quantitative content analysis based on the interaction analysis model of Gunawardena, Lowe, and Anderson (1997). The results show a positive effect of role assignment on students’ social knowledge construction at the start of the discussions. This implies that roles should be introduced at the start of the discussions and can be faded out towards the end. With respect to the differential impact of the roles, the results show that messages from moderators, theoreticians, and summarisers reflect higher levels of knowledge construction at the start of the discussions. Even students without a role in role-supported groups benefit from the role introduction.     

Examining the impact of computer-mediated social networks on individual consumerism environmental behaviors

Researchers have begun to examine the impact that information technology (IT) can have on the environmental behavior of individuals, organizations, environments and markets. Computer-mediated social networks (CMSNs) create a multi-nodal social environment where individual behavior is virtually impacted, and subsequently, physically modified. Human–computer interaction researchers have begun to study the impact that IT has on environmental sustainability. Interest has arisen around the influence on non-verbal cues in impacting social norms and encouraging consistent environmentally conscious behavior. Extant research has not yet considered the social interactions that occur within a CMSN and how such interaction might further facilitate the adoption of environmental behaviors. Using survey results of 234 individuals, this study examines the impact that CMSNs have on environmental consumerism, where individuals purchasing and consumption habits take one’s environmental impact into consideration.     

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.     

The effect of functional roles on perceived group efficiency during computer-supported collaborative learning: a matter of triangulation

In this article, the effect of functional roles on group performance and collaboration during computer-supported collaborative learning (CSCL) is investigated. Especially the need for triangulating multiple methods is emphasised: Likert-scale evaluation questions, quantitative content analysis of e-mail communication and qualitative analysis of open-ended questions were used. A comparison of 41 questionnaire observations, distributed over 13 groups in two research conditions – groups with prescribed functional roles (n = 7, N = 18) and nonrole groups (n = 6, N = 23) – revealed no main effect for performance (grade). Principal axis factoring of the Likert-scales revealed a latent variable that was interpreted as perceived group efficiency (PGE). Multilevel modelling (MLM) yielded a positive marginal effect of PGE. Most groups in the role condition report a higher degree of PGE than nonrole groups. Content analysis of e-mail communication of all groups in both conditions (role n = 7, N = 25; nonrole n = 6, N = 26) revealed that students in role groups contribute more ‘coordination’ focussed statements. Finally, results from cross case matrices of student responses to open-ended questions support the observed marginal effect that most role groups report a higher degree of PGE than nonrole groups.     

Visualization of agreement and discussion processes during computer-supported collaborative learning

This study examined the effects of the shared space (SS) on students’ behaviors in a computer-supported collaborative learning (CSCL) environment. The SS visualizes discussion and agreement during online discussions. It was hypothesized the SS would increase the media richness of the CSCL-environment, would stimulate critical and exploratory group-norms, would lead to more positive perceptions of online collaboration, and would have an impact on students’ collaborative activities. In total, 59 students working in 20 groups had access to the SS visualization, while 58 students working in 20 groups did not. The results show that students with access to the SS visualization: (a) perceived higher media richness; (b) had a more exploratory group-norm perception; (b) perceived more positive group behavior; (c) perceived their group’s task strategies to be more effective; (d) engaged in different collaborative activities and (e) performed better on one part of the group task. These results demonstrate the potential benefits of visualizing agreement and discussion during CSCL.     

Politeness strategies in collaborative e-mail exchanges

Computer-supported collaborative learning (CSCL) has been the subject of a wide range of studies over the last twenty years. Previous research suggests that CSCL exchanges can facilitate group-based learning and knowledge construction among learners who are in different geographical locations (Littleton, K. & Whitelock, D. (2004). Guiding the creation of knowledge and understanding in a virtual learning environment. Cyberpsychology & Behaviour, 7(2), 173). A less known fact, however, is that successful CSCL exchanges depend on the social interaction that takes place among participants. This social interaction is crucial, since it affects both cognitive and socio-emotional processes that take place during learning (Kreijns, K., Kirschner, P., Jochems, W. & Van Buuren, H. (2004). Determining sociability, social space, and social presence in (a) synchronous collaborative groups. Cyberpsychology & Behaviour, 7 (2), 156). Nevertheless, its presence in these exchanges should not be taken for granted, since there are certain barriers which may impede interaction; for example, students may not know each other previously (high social distance) and requests and offers which appear recurrently in collaborative learning messages can threaten the participants’ negative face ( Brown and Levinson 1978, 1987). In order to explore how participants overcome these barriers, we have analysed the linguistic features of politeness strategies used in the introductory e-mails exchanged between eleven students and their partners, who are students of English and Spanish, respectively. Our findings show that partners in collaborative e-mail exchanges do not use negative politeness strategies as often as we might expect in encounters where the social distance between participants is high, but they rely heavily on positive politeness strategies, especially those relating to ‘claiming common ground’, ‘assuming or asserting reciprocity’ and ‘conveying cooperation’. The presence of these strategies would indicate that fostering closeness, solidarity and cohesion becomes the priority to be achieved between the partners, instead of the expected negative politeness mechanisms whose aim is to demonstrate high social distance and, therefore, formality and impersonality.     

Identifying a transition period at the midpoint of an online collaborative activity: a study among adult learners

This case study describes the group development in an online learning group. Adult learners enrolled in a MBA partially delivered at a distance were observed during fifteen weeks to better understand the group development of an online learning group. Both qualitative and quantitative methods were used to capture the dynamic of social interactions within the group and some affective reactions of members. The results revealed a transition period at the midpoint of the collaborative activity showing a decline of task-oriented communications, motivation and positive mood from this period. Results were discussed through models of group development validated in face-to-face environments. Some implications were proposed to facilitate online activities in computer-supported learning groups.     

Communication within on-line forums: the opportunities, the constraints and the value of a communicative approach

This paper is an investigation of the nature and the value of asynchronous on-line discussion within small groups of learners. It draws on research into the experiences of adult learners within short courses and formal post degree settings in which it was found that learners valued on-line discussion but experienced several constraints on participation. It is suggested that the nature of the medium means that there is a high threshold for many to cross before entering discussion. The paper explores the attributes of on-line forums in depth and describes how these attributes may be seen by different learners. It discusses how forums afford communication including the exchange of personal information (e.g. introductions between members of a group) and of sustained reflection on course readings and other learners' writings (e.g. peer review of essays). The paper goes on to argue that there is a particular educational value in a communicative approach to on-line discussion which draws both on knowledge gained from practical experience and that gained from theoretical insight.     

Gender-related differences in computer-mediated communication and computer-supported collaborative learning

Abstract   A question associated with the introduction of computer-supported collaborative learning (CSCL) is whether all participants profit equally from working in CSCL environments. This article reports on a review study into gender-related differences in participation in CSCL. As many of the processes in CSCL are similar to those in computer-mediated communication (CMC), studies into CMC are also included in the review. Male dominance is found to play a role in many CMC settings. A learning culture with an explicit focus on participation by all students seems to be related to a more gender-balanced participation in CMC, however. A tendency for boys to be more active participants than girls is also present in CSCL environments, but it is less pronounced than in CMC. This may be explained by the fact that participation is explicitly promoted in most CSCL environments. Gender differences in the character of students' contributions are found in both CMC and CSCL. It is concluded that in order to avoid gender-stereotyped participation and communication patterns, it is necessary to explicitly address inclusiveness as an aspect of a collaborative classroom culture. A plea is made for further research into differential participation by students in CSCL, and the effects thereof on cognitive and affective learning outcomes. Research should also focus on the question how classroom cultures can be promoted that support active participation of all students aimed at collaborative knowledge construction.     

The role of social presence in learner-centered communicative language learning using synchronous computer-mediated communication: Experimental study

This study aimed to clarify the relationship between media, learners’ perception of social presence, and output in communicative learning using synchronous computer-mediated communication (SCMC). In this study, we developed four types of SCMC: videoconferencing (image and voice), audioconferencing (voice but no image), text chat with image (image but no voice), and plain text chat (no image and no voice). Each system allows learners to be conscious of and utter a target formulaic expression. I investigated the effect of each system on psychological perception and productive output as well as the relationship between perception and output. The results show that image and voice promote consciousness of natural communication and relief, while a text-mediated system enhances confidence in grammatical accuracy. In order to clarify the relationship between media, affective side, and output, path analysis was conducted using SPSS Amos 7.0. The results indicated that voice communication strongly affects both learners’ affective side and output. The existence of a partner’s image enhances the consciousness of natural communication, which leads to a number of self-corrections, an aspect of learning performance. However, voice communication has a negative effect on confidence in grammatical accuracy.     

The impact of media on collaborative learning in virtual settings: The perspective of social construction

This study examines an alternative function of information sharing – social construction of meaning. Drawing on social construction, social interaction, and task closure theories, we explored the influence of both the media environment in which students are situated and the medium that group members choose to communicate with one another on the intricate relationships among breadth of information sharing, depth of information sharing, and performance of computer-supported collaborative learning (CSCL). A total of 126 students participated in the experiment – including 63 students (15 groups of four students and one group of three students) in the control and experimental groups respectively. Our findings show that most of the proposed hypotheses are supported. Intersubjective interpretation underlies groups information sharing and plays a key role in student learning performance. Evidence shows that when facing a relatively complex task in multimedia environments, students who choose to utilize a medium lower in social presence (i.e., electronic information sharing) are more likely to achieve task closure than a medium higher in social presence (i.e., verbal information sharing). This in turn leads to higher learning performance. The implications for both theory and pedagogy are also 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.     

Group differences in computer supported collaborative learning: Evidence from patterns of Taiwanese students’ online communication

This study explored the differences among online elementary school student groups based on their communication features. Two hundred and ninety-one Taiwanese students, ranging in age from 11 to 12 years old, participated in this study. The students were randomly arranged within-class into three-member groups. Each group was asked to use a collaborative learning system to accomplish a group task generating a shared concept map. The textual discussions in each group during collaboration were collected, coded, categorized, and quantified to profile their communication characteristics. Cluster analysis on the resulting communication characteristics resulted in four types of small student groups, including passive or reticent, frequently off-task, actively participating, and knowledge emphasizing. Most student groups (56%) were found to be relatively passive or reticent. Frequently off-task student groups made a protrusive amount of messages for off-task social purposes. The actively participating student groups were characterized by abundant discussion, particularly for continuing task, managing procedure and coordinating efforts. The distinctive feature of knowledge emphasizing student groups was that they devoted particular attention to task related knowledge. In addition, they performed better in task accomplishment.