An Investigation of the Computer-mediated Communication of Emotions (original) (raw)
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The role of emotion in computer-mediated communication: A review
Computers in Human Behavior, 2008
It has been argued that the communication of emotions is more difficult in computer-mediated communication (CMC) than in face-to-face (F2F) communication. The aim of this paper is to review the empirical evidence in order to gain insight in whether emotions are communicated differently in these different modes of communication. We review two types of studies: (1) studies that explicitly examine discrete emotions and emotion expressions, and (2) studies that examine emotions more implicitly, namely as self-disclosure or emotional styles. Our conclusion is that there is no indication that CMC is a less emotional or less personally involving medium than F2F. On the contrary, emotional communication online and offline is surprisingly similar, and if differences are found they show more frequent and explicit emotion communication in CMC than in F2F.
Communicating Emotions through the Internet
Toward Effectively Applying Technology
The role of the Internet in communicating cannot be over-emphasized. Many types of communication including emotional communication take place on the Internet. This chapter attempts to demonstrate how emotions can be communicated through the Internet. It examines the concepts of the Internet, emotions, and communication, and describes the tools for communicating emotions through the Internet. It also discusses the factors associated with emotional communication and some of its criticisms. The chapter concludes that the Internet is an effective medium of communicating emotions.
Internet and Emotions: New Trends in an Emerging Field of Research
Emotions have become increasingly important in our time, in all realms of social reality. This revaluation of the affective dimension of the person is revealed in its common presence as subject of research in many fields of knowledge. Also in Media and Communications studies, and specifically in relation to the use of digital technology, there is an academic interest in emotions. This paper maps the field of study where emotions and digital technology converge, specifically in the use of the Internet. There appears a vibrant, wide and complex field of study in which come together approaches of different types, both on the theoretical plane and on the methodological one. The article provides an overview of research carried out in this subject, which includes the study of social media as spaces of interaction where emotions are displayed, the massive-scale emotional contagion or the sentiment analysis in the digital platforms, among other topics. We conclude that the Net not only arouses emotions in users and serves as a channel for the expression of affection, but also influences the way in which this affection is modulated and displayed, as well as the configuration of the personal identity of the users of the Internet.
Compared with other media, computer-mediated communication (CMC) is a relatively new mode of communication that has emerged in the past two decades. In the past decade, there has been a growing body of research on CMC. There are two dominant models of CMC: the task-oriented and the social-emotion-oriented. This review discusses, compares, and contrasts several major aspects of these two models. Results indicate that both models share similarities in three areas: research methods, participants' characteristics, and task characteristics. However, the models have differences in three other areas: theoretical foundations, technology and experimental duration in research methodology, and major findings. Suggestions for future CMC research are proposed in order to more clearly identify the nature of CMC environments. (Contains 93 references.) (Author/MES) Reproductions supplied by EDRS are the best that can be made from the original document. Models of CMC I Running head: MODELS OF COMPUTER-MEDIATED COMMUNICATION (CMC)
The Exchange of Emotional Content in Business Communications
Advanced E-Business Methods
This study compared the exchange of emotional content in PC and mobile e-mail in business-related discussions. Forty American business people were divided into two groups (PC and mobile e-mail users) and were then assigned to anonymous discussion pairs who exchanged a total of six messages on a predetermined topic. When a message was sent, the writers completed two questionnaires related to 12 target emotions: One questionnaire assessed the emotions they experienced and another estimated their partner’s emotional reaction. E-mail readers filled out similar questionnaires. Statistical analysis showed that when emotional exchange was successful, mobile e-mail users more accurately predicted positive emotions than did PC e-mail users. Conversely, when emotional exchange was unsuccessful, mobile e-mail users failed to accurately exchange negative emotions far more than their PC using counterparts. These findings indicate that the communication medium used may influence the exchange of e...
WHO'S AFRAID OF THE VIRTUAL WORLD? Anxiety and Computer-Mediated Communication *
This study integrates the literature on computer anxiety and communication apprehension to determine their joint impact upon individual attitudes toward using and use of computer mediated communication (CMC). We introduce the application-specific CMC anxiety, defined as an individual's level of fear or apprehension associated with actual or anticipated use of information technology to communicate with others. Furthermore, we advance a new nomological structure that positions CMC anxiety as a proximal mediating construct between the more general constructs of computer anxiety, communication apprehension, and CMC familiarity, and the dependent constructs of CMC attitudes and use. We develop and empirically test this nomological structure, finding that computer anxiety, oral communication apprehension, and CMC familiarity contribute to CMC anxiety, while written communication apprehension does not. CMC anxiety fully mediates the relationship between the general constructs and attitude toward using CMC. CMC anxiety explains 34% of the variance in attitudes, while attitudes, coupled with familiarity, explain 14% of the variance in CMC use.
Digital Communication of Affect
The "Net-Generation" spend much of their time watching TV, playing computer games, interacting in the social networking environments, and thumbing their cell phones. Computers and technology-assisted training and education programs tend to impact learning and teaching profoundly in the new millennium and bring about breakthroughs in the learning theory and scientific thought behind any learning activity. They play enormous roles in much of the learning, communication, socializing and ways of working of Net-Generation learners who are growing up in this connected and wired world. Living and learning in this digital era may require different ways of communication, thinking, ways of approaching learning, strategy priorities, and interpersonal communication. The new millennium learners therefore, need new skills and new strategies to perform successfully as learners and workers. This study tries to identify the affective strategies used by the Net-Geners in their tech-assisted language learning and to identify whether affective strategies may have changed for the Net-Generation language learners. Data from concurrent quantitative and qualitative methods was used (i) to identify the Net-Generation learner's strategy preferences based on the SILL categories and (ii) to identify possible emergent affective strategies among Net-Geners. The study found that affective strategies have undergone a number of modifications and are used differently by the Net-Geners in order to enhance their ESL learning.
Using qualitative data drawn from one specific instance of workplace virtuality and emotion -the experience of delivering online seminars using 'chat-rooms' -we explore how emotion was productively transformed through the use of virtuality in a teaching and learning setting, a workplace environment for thousands of academics. Using social constructivist and psychoanalytical theories of emotion, we discuss three emotional categories grounded in these data: 1) intimacy; 2) play; and 3) pride/shame, which were experienced in response to a range of student behaviours seemingly encouraged by the online seminar setting. We argue that the characteristics of virtuality as a medium of communication -namely the absence of the body, diminution of paralingual cues and removal of physical socio-spatial indicators -force a renegotiation of the 'feeling rules' that govern traditional classroom settings which in turn contributes to a more emotionally suffused teaching experience for online tutors. Given that the emotional experience of being an online teacher is notably under-theorized in the andragogic literature, our focus in this article is on the emotional implications of virtual teaching rather than virtual learning. We conclude by stating the need for further research into virtuality, emotion and teaching given the clear andragogical implications we discuss, the predicted rise in the use of virtual technologies as educational tools and the impact this may have on the emotional working lives of the academics who are called upon to mobilize them.
Computers in Human Behavior, 2007
This paper focuses on communication by e-mail. An experiment was conducted to investigate the influence the degree of emotional cues transmitted during e-mail communication has on the emotions experienced by the senders and receivers. Twenty-two participants of this experiment were divided into two groups based on the degrees of emotional cues transmitted: a High group and a Low group. The emotions experienced in the e-mail communication by the High group were then compared to that of the Low group. The results of this experiment showed a tendency for unpleasant emotions such as anger and anxiety to increase when emotional cues transmitted are low (i.e., the Low group). The findings suggest that low degrees of emotional cues transmitted between senders and receivers in e-mail communication tend to cause some misunderstanding.
Bringing theory to research on computer-mediated comforting communication q
Computers in Human Behavior, 2007
The current paper sought to advance the literature on computer-mediated emotional support by outlining a candidate theory of online comforting communication. We present a model that explicates the discursive, cognitive, and affective processes that function to reduce emotional distress and help improve oneÕs psychosocial well-being. We identify unique attributes of online social interaction, as compared to face-to-face (FtF) interaction, that may be especially useful for facilitating empathic and adaptive comforting communication. Additionally, we explain how unique features of computer mediated comforting communication may work to facilitate the cognitive and affective processes that result in alleviation of emotional distress. Final sections of the paper advance research questions and hypotheses to guide future empirical research examining the efficacy of online emotional support.