Investigating factors affecting social presence and user satisfaction with Mobile Instant Messaging

2014 ◽  
Vol 36 ◽  
pp. 453-459 ◽  
Author(s):  
Solomon O. Ogara ◽  
Chang E. Koh ◽  
Victor R. Prybutok
Author(s):  
Keiron Bailey ◽  
Joel Brumm ◽  
Ted Grossardt

Public involvement in transportation infrastructure decision making is frequently mandated and is regarded as increasingly essential by a wide variety of stakeholders. The integration of advanced technologies, such as visualization, into this process is increasingly desired. However, public involvement processes often are regarded as problematic by many stakeholders and the state highway agencies charged with implementing them. Structured public involvement (SPI) is posited. SPI takes a systems approach toward the integration of advanced technologies into public involvement forums. Because the goal of public involvement is to increase user satisfaction with both the process and the outcomes, the characteristics of advanced technologies and their capacities for gathering useful feedback in public forums must be evaluated. Visualization is put forth as an enabling technology within an SPI framework. The properties, capacities, and transportation-related uses of three visualization modes are evaluated, and their operational features are discussed. A case study dealing with highway improvement in central Kentucky reveals that three-dimensional renderings are significantly preferred to twodimensional and virtual reality modes; the case study also shows that visualization should complement, not replace, other performance information. The role of electronic scoring as an integral component of this SPI protocol is emphasized, resulting in fast assessment and free expression of views. Factors affecting the efficiency of visualization are analyzed, and recommendations are presented for implementing SPI protocols that rely on visualization. These include investigating participants' previous experience with visualization, incorporating iterative public involvement in finalizing design options, and ensuring that the technologies are compatible with the chosen public involvement process.


2020 ◽  
pp. 201-207
Author(s):  
Daniel Domínguez ◽  
Inés Gil-Jaurena ◽  
Javier Morentin ◽  
Belén Ballesteros ◽  
Alberto Izquierdo ◽  
...  

The aim of the study is to understand the role of social presence in digitally mediated learning processes and, consequently, to improve the design of the courses we teach at UNED. The spaces of greatest interaction between students are social networks and mobile instant messaging services, not only for social purposes but also for learning. That is why we are researching about students’ practices in those spaces while they are studying. In this paper, we present preliminary findings identifying if those social interactions happen within the online courses or in other digital spaces.


Author(s):  
Clark Shah-Nelson

Instant messaging and text chat, online collaborative whiteboards, web conferencing and other synchronous Web 2.0 tools are increasingly finding their way into higher education and are available in both commercially-branded and open source varieties. This chapter describes excellent practices and challenges in using these tools for synchronous and blended course delivery, collaboration, learning activities, and technical support, based on the author’s experience in online education and online-teaching support. Synchronous tools can provide immediate and efficient communication for instructors, learners and support staff, foster community and establish a heightened sense of social presence. An increasing number of practitioners in the field of distance learning are using synchronous tools to reach their learning and support objectives (Murphy and Rodríguez Manzanares, 2008). Today, institutions have a whole menu of synchronous tools to choose from, ranging from free and open-source software to more costly commercial enterprise systems. These tools enable education and support for teaching and learning to happen across great distances and on all types of mobile and not-so-mobile computer devices. This chapter will describe some of these tools, the types of needs that drive their use, and strategies for effective use and implementation.


2018 ◽  
Vol SV2018 (2) ◽  
pp. 205-212
Author(s):  
Sang-Min Park ◽  
Min-Ji Choe ◽  
Ghee-Young Noh

2011 ◽  
Vol 20 (2) ◽  
pp. 139-155 ◽  
Author(s):  
Han Li ◽  
Ashish Gupta ◽  
Xin Luo ◽  
Merrill Warkentin

2019 ◽  
Vol 10 (4) ◽  
Author(s):  
Stephen J. Kuyath ◽  
Susan J. Winter

Instant messaging (IM) is changing the way we communicate with each other and may prove to be a more effective communication tool for distance learning environments than the more commonly used discussion groups and email. Media richness and social presence theories are described and young adults’ perception of IM’s richness and social presence are determined. In addition, preferences for using instant messaging for communicating messages of low, medium, and high levels of equivocality were investigated. The results indicate that young adults perceive IM to fall between email and the telephone in both social presence and media richness. As message equivocality increases, preference for the use of the telephone increases while preference for the use of email decreases. Preference for the use of IM increases for messages of intermediate equivocality, but decreases for those of high equivocality. Overall, young adults prefer IM over email as a communication tool, but prefer the phone over IM. Implications for media richness theory, social presence theory, and distance learning are described.


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