Characterizing computer-mediated communication, friendship, and social participation in adults with traumatic brain injury

BACKGROUND Individuals with a history of traumatic brain injury (TBI) report fewer social contacts, less social participation, and more social isolation than noninjured peers. Cognitive-communication disabilities may prevent individuals with TBI from accessing the opportunities for social connection afforded by computer-mediated communication, as individuals with TBI report lower overall usage of social media than noninjured peers and substantial challenges with accessibility and usability. Although adaptations for individuals with motor and sensory impairments exist to support social media use, there have been no parallel advances to support individuals with cognitive disabilities, such as those exhibited by some people with TBI. In this study, we take a preliminary step in the development process by learning more about patterns of social media use in individuals with TBI as well as their input and priorities for developing social media adaptations. OBJECTIVE This study aims to characterize how and why adults with TBI use social media and computer-mediated communication platforms, to evaluate changes in computer-mediated communication after brain injury, and to elicit suggestions from individuals with TBI to improve access to social media after injury. METHODS We conducted a web-based survey of 53 individuals with a chronic history of moderate-to-severe TBI and a demographically matched group of 51 noninjured comparison peers. RESULTS More than 90% of participants in both groups had an account on at least one computer-mediated communication platform, with Facebook and Facebook Messenger being the most popular platforms in both groups. Participants with and without a history of TBI reported that they use Facebook more passively than actively and reported that they most frequently maintain web-based relationships with close friends and family members. However, participants with TBI reported less frequently than noninjured comparison participants that they use synchronous videoconferencing platforms, are connected with acquaintances on the web, or use social media as a gateway for offline social connection (eg, to find events). Of the participants with TBI, 23% (12/53) reported a change in their patterns of social media use caused by brain injury and listed concerns about accessibility, safety, and usability as major barriers. CONCLUSIONS Although individuals with TBI maintain social media accounts to the same extent as healthy comparisons, some may not use them in a way that promotes social connection. Thus, it is important to design social media adaptations that address the needs and priorities of individuals with TBI, so they can also reap the benefits of social connectedness offered by these platforms. By considering computer-mediated communication as part of individuals’ broader social health, we may be able to increase web-based participation in a way that is meaningful, positive, and beneficial to broader social life.

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From CMC Technologies to Social Participation Technologies

Handbook of Research on Discourse Behavior and Digital Communication ◽

10.4018/978-1-61520-773-2.ch040 ◽

2010 ◽

pp. 627-641 ◽

Cited By ~ 2

Author(s):

Chaka Chaka

Keyword(s):

Social Networking ◽

Social Participation ◽

Virtual Worlds ◽

Second Life ◽

Social Networking Sites ◽

Computer Mediated Communication ◽

World Of Warcraft ◽

Mediated Communication ◽

Multiplayer Online Games ◽

Computer Mediated

This chapter characterises the evolution of computer-mediated communication (CMC) technologies into social participation technologies (SPTs). With respect to the latter, it explores blogs, social networking sites (e.g., Facebook and MySpace), media sharing sites (e.g., Flickr and YouTube), virtual worlds (e.g., Second Life), massively multiplayer online games (e.g., Lineage and World of Warcraft), and mashups in varying degrees. It also contends that SPTs serve as instances of inscription and attention technologies in relation to users employing them. In addition, it delineates new genres, changing discourses, emerging literacies, online socialised learning and changing learners associated with SPTs. Against this background, the chapter provides, first, a short overview of the evolution of CMC technologies into SPTs. Second, it presents a case for new genres, changing discourses, emerging literacies, online socialised learning and changing learners in the context of SPTs. Last, it outlines some of the future trends likely to influence SPTs in relation to genres, discourses, literacies and online socialised learning.

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