scholarly journals The Role of Positive Affect in Face-to-Face and Computer-Mediated Communication Groups

2010 ◽  
Vol 23 (3) ◽  
pp. 419-443
Author(s):  
Yuhyung Shin ◽  
Hyung Rok Yim
Keyword(s):  
Positive Affect ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated

The effect of interaction topic and social ties on media choice and the role of four underlying mechanisms

2018 ◽  
Vol 43 (1) ◽  
pp. 47-73 ◽  
Author(s):  
Emmelyn A. J. Croes ◽  
Marjolijn L. Antheunis ◽  
Alexander P. Schouten ◽  
Emiel J. Krahmer ◽  
Daniëlle N. M. Bleize
Keyword(s):  
Communication Channel ◽  
Social Ties ◽  
Computer Mediated Communication ◽  
Media Choice ◽  
Mediated Communication ◽  
Face To Face ◽  
Channel Choice ◽  
Computer Mediated ◽  
Underlying Mechanisms

Abstract This study employed a scenario-based approach whereby participants were asked to choose which communication channel they prefer in certain situations. The first aim was to determine the effect of the topic of interactions and social ties on channel choice. The second aim was to examine the underlying mechanisms (controllability, anonymity, co-presence, and affective understanding) in the relation between interaction topic and social ties and channel choice. A questionnaire was administered among 238 participants, who were presented five communication scenarios with topics of low and high intimacy and four social ties, ranging from weak to strong. Results revealed that preference for face-to-face (FtF) communication was highest, followed by audio-only computer-mediated communication (CMC) and text-based CMC. Preference for FtF communication was higher when people valued feeling co-present and decreased when people valued feeling anonymous. Our results showed that communication channel choice is strategic and the choice for FtF ommunication, audio-only and text-based CMC largely depends on controllability, anonymity and co-presence.

scholarly journals Computer-Mediated Communication and Child/Adolescent Friendship Quality after Residential Relocation

2021 ◽  
Author(s):  
Ruth Wendt ◽  
Alexandra N. Langmeyer
Keyword(s):  
Children And Adolescents ◽  
Social Relationships ◽  
Computer Mediated Communication ◽  
Friendship Quality ◽  
Communication Behavior ◽  
Mediated Communication ◽  
Residential Relocation ◽  
Face To Face ◽  
Computer Mediated

AbstractThe experience of residential relocation can affect children and adolescents in various ways. It often affects their close social relationships, and this is especially true when these individuals are no longer in close proximity to their family members and friends. Although face-to-face communication may be limited after relocation, computer-mediated communication can assist in maintaining and developing existing relationships. It may even help individuals initiate new social relationships. In the present study, we investigated the role of communication behavior with friends for perceived friendship quality among children and adolescents who recently experienced residential relocation. Based on a representative survey study of families in Germany, we selected parents having moved with their child (8 to 14 years) to another village or town within the last 24 months. In total, 57 parents who had recently moved – majority of whom were mothers – allowed their child to participate in the phone interview. These participants were, on average, 11 years of age, and 58% of them were male. The children answered questions about their communication behavior and the friendships they had with their three current best friends. Using multilevel analysis, we found that children and adolescents who more often communicated face-to-face with their friends also more intensively used computer-mediated technologies to stay in touch. However, the findings further revealed that computer-mediated communication has the potential to remove limitations in existing friendships in the event of relocation. In the following discussion, implications are examined regarding the role of new communication technologies for families with enhanced mobility requirements.

PRONUNCIATION IN FACE-TO-FACE AND AUDIO-ONLY SYNCHRONOUS COMPUTER-MEDIATED LEARNER INTERACTIONS

2017 ◽  
Vol 39 (2) ◽  
pp. 225-256 ◽  
Author(s):  
Shawn Loewen ◽  
Daniel R. Isbell
Keyword(s):  
English Learners ◽  
Statistical Significance ◽  
Computer Mediated Communication ◽  
First Language ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
Learner Interactions ◽  
Linguistic Input

Studies of learner-learner interactions have reported varying degrees of pronunciation-focused discourse, ranging from 1% (Bowles, Toth, & Adams, 2014) to 40% (Bueno-Alastuey, 2013). Including first language (L1) background, modality, and task as variables, this study investigates the role of pronunciation in learner-learner interactions. Thirty English learners in same-L1 or different-L1 dyads were assigned to one of two modes (face-to-face or audio-only synchronous computer-mediated communication) and completed three tasks (picture differences, consensus, conversation). Interactions were coded for language-related episodes (LREs), with 14% focused on pronunciation. Segmental features comprised the majority of pronunciation LREs (90%). Pronunciation LREs were proportionally similar for same-L1 and different-L1 dyads, and communication modality yielded no difference in frequency of pronunciation focus. The consensus task, which included substantial linguistic input, yielded greater pronunciation focus, although the results did not achieve statistical significance. These results help clarify the role of pronunciation in learner-learner interactions and highlight the influence of task features.

Differences between computer-mediated and face-to-face communication in a collaborative fiction project

2002 ◽  
Vol 1 (2) ◽  
pp. 303-326
Author(s):  
Radhika Kaushik ◽  
Susan Kline ◽  
Prabu David ◽  
D’Arcy John Oaks
Keyword(s):  
Social Presence ◽  
Collaborative Work ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Online Chat ◽  
Fiction Writing ◽  
Face To Face ◽  
Computer Mediated ◽  
The Face

In this paper we examine collaborative fiction writing in a face-to-face setting and in a computer-mediated environment (online chat). To understand the role of social presence in online collaborative work, participants were placed either in a high collaboration task that involved working toward a common storyline or a low collaboration task that involved working toward individual storylines. For the high collaboration task, although face-to-face was perceived as more convenient than computer-mediated communication, this preference did not translate into any difference in terms of the number of idea units generated. For the low collaboration task, where teammates pursued independent storylines, computer-mediated communication was preferred over face-to-face communication. Despite this preference for computer-mediated communication over face-to-face communication in the low collaboration task, participants in the face-to-face condition generated more idea units than those in the computer-mediated condition. These findings are examined within the framework of interactivity and social presence.

Social Bonding in Initial Acquaintance: Effects of Modality and Modality Order

2021 ◽  
pp. 019027252110302
Author(s):  
Susan Sprecher
Keyword(s):  
Mixed Mode ◽  
Social Bonds ◽  
Computer Mediated Communication ◽  
Positive Outcomes ◽  
Perceived Similarity ◽  
Mediated Communication ◽  
Face To Face ◽  
Perceived Responsiveness ◽  
Computer Mediated ◽  
Mode Interactions

In this experimental study, unacquainted dyads engaged in a get-acquainted task using two modes of communication across two segments of interaction. The dyads either first disclosed in text-based computer-mediated communication (CMC) and then disclosed face-to-face (FtF) or the reverse. The participants completed reaction measures after each segment of interaction. After the first segment, dyads who communicated FtF reported more positive outcomes (e.g., liking, closeness) than dyads who engaged in CMC. Furthermore, dyads who began in CMC and then transitioned to FtF increased in their positive reactions, whereas dyads who began in FtF and transitioned to CMC either experienced no change (in liking, closeness, and perceived similarity) or experienced a decrease (in fun/enjoyment and perceived responsiveness). Implications of the results are discussed both for the classic social psychology question of how people become acquainted and for current interest in how mixed-mode interactions generate social bonds that can help meet belonging needs.

SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION AND INTERACTION

2015 ◽  
Vol 38 (3) ◽  
pp. 553-586 ◽  
Author(s):  
Nicole Ziegler
Keyword(s):  
Learning Outcomes ◽  
Meta Analysis ◽  
Computer Mediated Communication ◽  
Relative Effectiveness ◽  
Mediated Communication ◽  
Face To Face ◽  
Computer Mediated ◽  
Communication Modes ◽  
L2 Development ◽  
Small Advantage

The current study reports on a meta-analysis of the relative effectiveness of interaction in synchronous computer-mediated communication (SCMC) and face-to-face (FTF) contexts. The primary studies included in the analysis were journal articles and dissertations completed between 1990 and 2012 (k = 14). Results demonstrate that interaction in SCMC and FTF had a significant impact on second language (L2) development, providing further support for previous research demonstrating the efficacy of interaction in both communication modes (e.g., Mackey & Goo, 2007; Pellettieri, 2000; Smith, 2004, 2005). There was also a small advantage for interaction in SCMC on measures of overall L2 learning outcomes, with additional analyses indicating a small advantage for SCMC interaction on productive and written measures and a small advantage for FTF interaction on receptive and oral learning outcomes. Interestingly, there were no significant differences between SCMC and FTF, suggesting the mode of communication has no statistically significant impact on the positive developmental benefits associated with interaction.

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