Power Play: Visualising Electricity Use as Emoji

Mediated Communication ◽

Research Participants ◽

Electricity Use ◽

Computer Mediated ◽

Power Play ◽

<p>With the prevalence of emoji, digital pictographs in computer mediated communication, this thesis investigates the suitability of using emoji to represent energy use. With research participants and in partnership with a New Zealand electricity retailer and a meter equipment provider, a selection of emoji was identified to represent low or high daily electricity usage. A chatbot was developed to replace an In-Home Display (IHD) usage monitor. The chatbot is used as an agent for presenting interpreted consumption both as text and emoji. The resulting interactions and observations were documented, along with changes in consumption.</p>

CMC and E-Mentoring in Midwifery

Handbook of Research on Computer Mediated Communication ◽

10.4018/978-1-59904-863-5.ch009 ◽

2011 ◽

pp. 103-113 ◽

Cited By ~ 1

Author(s):

Sarah Stewart

Keyword(s):

New Zealand ◽

Geographical Isolation ◽

Mediated Communication ◽

Face To Face ◽

Mentoring Relationship ◽

Computer Mediated ◽

New Graduate ◽

Mail System ◽

E Mail

A mentoring relationship is one in which an experienced person or mentor supports a less experienced person or mentee. E-mentoring is an alternative to traditional face-to-face mentoring incorporating the use of computer-mediated communication (CMC). Currently, e-mentoring is not commonly practiced by New Zealand midwives; however there is some interest in its potential especially as it may overcome geographical isolation which increases access to mentors. This chapter will describe the experiences of one New Zealand midwife who mentored two new graduate midwives in 2006 using a secure storeand- forward e-mail system. This chapter explores how CMC was utilized to facilitate the elements of the mentor’s role as well as reports on the experiences of the mentor and mentee.

The landscape of impoliteness research

Journal of Politeness Research ◽

10.1515/pr-2015-0013 ◽

2015 ◽

Vol 11 (2) ◽

Cited By ~ 9

Author(s):

Marta Dynel

Keyword(s):

State Of The Art ◽

Mediated Communication ◽

Research Directions ◽

Computer Mediated ◽

Methodological Problems ◽

Face Threat ◽

Taboo Words ◽

Prospective Research ◽

AbstractThis article attempts to give a state-of-the-art picture of impoliteness studies and to indicate a few prospective research directions to enrich them. It critically surveys a number of theoretical and methodological problems (impoliteness vs. rudeness; intention; sanctioned face-threat; and impoliteness strategies), as well as the paramount topics of investigation (such as disagreement; arguments; insults, taboo words; or sarcasm), and discourse domains in which impoliteness can be found. Importantly, this paper brings to focus a selection of notions central to impoliteness, albeit not yet widely recognized in the scholarship on impoliteness. These include: slurs; pejoratives; and a number of phenomena promoted by computer mediated communication (e.g., flaming or trolling).

Facilitating second language learners’ listening comprehension with Second Life and Skype

ReCALL ◽

10.1017/s0958344016000215 ◽

2016 ◽

Vol 29 (2) ◽

pp. 200-218 ◽

Cited By ~ 8

Author(s):

Natasha Levak ◽

Jeong-Bae Son

Keyword(s):

Second Language ◽

Language Learning ◽

Second Life ◽

Listening Comprehension ◽

Second Language Learners ◽

Mediated Communication ◽

Computer Mediated ◽

Online Tools ◽

AbstractLearning how to comprehend while listening to a second language is often considered by learners to be a difficult process that can lead to anxiety when trying to communicate (Graham, 2006; Graham & Macaro, 2008). Computer-mediated communication (CMC) can be used to assist in increasing access to native speakers and opportunities to listen. This study investigates the effectiveness of the use of Second Life and Skype as part of facilitation techniques and the affordances of these online tools for developing listening comprehension. Participants in the study were learning either English or Croatian and were located in Sydney and Brisbane in Australia, Split in Croatia, and Mostar in Bosnia and Hercegovina. A mixed-methods approach was utilised incorporating pre-tests and post-tests (quantitative data) to gain information on the effectiveness of the techniques for developing listening comprehension and in-depth interviews (qualitative data) to gain the participants’ views on the perceived effectiveness of the techniques and the affordances of Second Life or Skype. The results of the study indicate that both techniques resulted in positive gains in the development of listening comprehension. Based on the analysis of the interview data, a more in-depth perspective on the affordances of each online tool was developed, which informed the creation of a new facilitation technique utilising both tools. The study demonstrates how online tools can be used to facilitate interaction between learners and illustrates the need for the selection of online tools for language learning to be based on pedagogy. It is recommended that the selection of tools should be carefully considered in alignment with task aims and the affordances of online tools.

Perspective Taking in Computer-Mediated Instructional Communication

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105/a000056 ◽

2011 ◽

Vol 23 (4) ◽

pp. 192-199 ◽

Cited By ~ 13

Author(s):

Regina Jucks ◽

Rainer Bromme

Keyword(s):

Perspective Taking ◽

Expert Knowledge ◽

Instructional Communication ◽

Mediated Communication ◽

Health Counseling ◽

Face To Face ◽

Computer Mediated ◽

Instructional Settings ◽

This article examines which features of computer-mediated communication make perspective taking more demanding in online instructional settings compared with face-to-face situations. The first part presents the theoretical basis: It uses research on expertise to gain insights into the instructor’s perspective, and research from psycholinguistics and research on writing to describe the cognitive demands of communicating expert knowledge to nonexperts. The second part reports empirical results from online health counseling. This reveals that the persistence of artifacts makes the expert perspective more prominent and seems to hinder experts’ engagement in perspective taking during instruction. Two central variables that emerge in computer-mediated communication are discussed: The availability of texts and graphics as well as the nonexpert’s use of technical jargon. Both influence an expert’s choice of words and selection of content for a particular explanation. Hence, features of the learning environment, the communication platform, or the information provided by users at help desks play a crucial role in forming the expert’s perspective taking. Conclusions are drawn on how to improve perspective taking in computer-mediated instructional communication.