User goals in social virtual worlds: A means-end chain approach

The purpose of this study is twofold: first, to investigate user goals in social virtual worlds; second, to introduce a methodological alternative (i.e., a means-end chain approach) for analyzing user goals in cyberspaces. The data were acquired from a web survey, and were analyzed by means-end chain analysis (MECA), which produces users’ goal structure in reference to a hierarchical system of interrelated goals (Olson & Reynolds, 1983). The results show that people come to social virtual worlds to satisfy their social and hedonic needs, and to escape from real world constraints, as do virtual community members and virtual gamers; they also pursue unique activities, such as creating virtual objects and selling them. On the other hand, by clarifying relations among users’ goals, MECA provides a richer explanation for user goals than prior research which only offers separate user goals for cyberspace users without explanation of relationship among goals.     

公选课《动画设计—Flash》教学的一点经验

高校公选课程的开设是培养大学生综合素质的重要渠道之一,《动画设计—Flash》以其生动鲜活、实用性强、易学易用的特点深受广大同学的欢迎。该文根据教学实践,从教学内容的安排、教学手段与方法、考核方式三个方面进行了阐述。     

Tweet this: A uses and gratifications perspective on how active Twitter use gratifies a need to connect with others

Twitter is an Internet social-network and micro-blogging platform with both mass and interpersonal communication features for sharing 140-character messages, called tweets, with other people, called followers. Hierarchical OLS regression of survey results from 317 Twitter users found that the more months a person is active on Twitter and the more hours per week the person spends on Twitter, the more the person gratifies a need for an informal sense of camaraderie, called connection, with other users. Controlling for demographic variables does not diminish this positive relationship. Additionally, frequency of tweeting and number of @replies, public messages between Twitter users, mediate the relationship between active Twitter use and gratifying a need for connection. Results are discussed in light of uses and gratifications theory.     

Annotation-based access control for collaborative information spaces

Web 2.0 social platforms (e.g., Flickr, YouTube) and Collaborative Working Environments (e.g., Microsoft SharePoint, BSCW) provide Web-based collaborative information spaces which enable common users and/or professionals to work together and share their online resources. Most of these collaborative information spaces provide role-based or group-based, coarse-grained access control policies which cannot successfully cope with the requirements posed by massive and open collaboration. In this paper, we present an annotation-based access control (AnBAC) model supported by a Collaboration Vocabulary (CoVoc) as a more flexible and user-centric access control approach. Based on this, we developed two tools: Uncle-Share is a gadget that provides annotation-based access control and can be equipped with CoVoc for annotating collaborative relationships. Who-With-Whom uses CoVoc to visualize extended social networks in order to help users to select appropriate contacts to grant access to resources.     

Even in virtual environments women shop and men build: A social role perspective on Second Life

The present study examined whether traditional gender role expectations (Eagly, 1987) influence behaviors in non-traditional contexts such as online virtual environments. Participants were 352 Second Life users who reported their activities and experiences in Second Life. Results indicated that men and women differed in the types of activities they engaged in a manner predicted by social role theory. Specifically, as compared to women, men were more likely to report building things (e.g. objects), to own and work on their own virtual property, and were less likely to change their avatar’s appearance. Women, as compared to men, were more likely to meet people, shop, regularly change their avatar’s appearance, and buy clothes/objects for their avatar. The present study adds to our understanding of how traditional gender role expectations may carry over to online virtual worlds and influence online behavior.     

Investigating factors that influence social presence and learning outcomes in distance higher education

There are many factors that influence distance learning especially in higher education where collaborative and communicative discourse is necessary for pursuing knowledge. Social presence, among other factors, is an important concept to be facilitated, developed and sustained in distance higher education as it promotes and supports discourse based learning. This study examines the relationship among demographic and other variables, social presence and learning satisfaction. Results showed demographic variables, such as gender, online learning experience and work status were not significant factors in terms of influencing on either social presence or learning satisfaction. While media integration and instructor’s quality teaching were significant predictors of both social presence and learning satisfaction, interactivity among participants was a predictor of social presence but not of learning satisfaction. Along with the study findings, some implications were discussed for online learning practitioners in higher education setting.     

Should I e-collaborate with this group? A multilevel model of usage intentions

The use of online collaboration tools for virtual teamwork has been studied extensively, but mainly at the individual-level. We decided to examine the effect of macro-level factors (i.e., team attributes) and applied hierarchical linear modeling analysis to a sample of data collected from 96 individuals nested in 34 virtual teams. Our results suggested that the development of behavioral e-collaboration intentions by individual virtual team members was affected by their perceptions about the system, as described by individual-level IT use theories, and macro-level factors pertaining to the team. The collaboration technology was perceived to be less useful when employed to communicate with social loafers; and collective social loafing negatively influenced the teams’ potency assessments. After controlling for individual-level perceptions of system usefulness, team potency augmented team members’ intentions to use the online collaboration technology with similar teams. It also improved team performance.     

Social evaluations of embodied agents and avatars

The purpose of this study was to examine social evaluations (i.e., perceptions of empathy and positivity) following peoples’ interactions with digital human representations. Female research participants engaged in a 3-min interaction while immersed in a 3-D immersive virtual environment with a “peer counselor.” Participants were led to believe that the peer counselor was either an embodied agent (i.e., computer algorithm) or an avatar (i.e., another person). During the interaction, the peer counselor either smiled or not. As predicted, a digitally-rendered smile was found to affect participants’ social evaluations. However, these effects were moderated by participants’ beliefs about their interaction partner. Specifically, smiles enhanced social evaluations of embodied agents but degraded them for avatars. Although these results are consistent with other findings concerning the communicative realism of embodied agents and avatars they uniquely demonstrate that people’s beliefs alone, rather than actual differences in virtual representations, can impact social evaluations.     

Examining knowledge contribution from the perspective of an online identity in blogging communities

Knowledge contribution is one of the essential factors behind the success of blogging communities (BCs). This research studies knowledge contribution behavior in a BC from the perspective of knowledge contributors and their characteristics using the lens of social identity theory. Social identity theory asserts that individuals are fundamentally motivated to present or communicate their identities in everyday social life through behavior. A similar line of reasoning can be used to argue that members of a BC would also be motivated to communicate their online identities through their behavior, that is, through knowledge contribution in the BC. Specifically, this study conceptualized the online identity and examined the effects of its personal (online kindness, online social skills, and online creativity) and social aspects (BC involvement) on knowledge contribution. The data was collected using an online survey from the members of Cyworld, a popular BC in South Korea and a few other countries (members from South Korea were included in this study). The results indicate that both the personal and social aspects of online identity and their interactions significantly influenced knowledge contribution. Based on the findings, this study offers suggestions to organizers of BCs to enhance the knowledge contribution from their members.