Computer-mediated Communication Technologies Research Articles

Understanding the effect of smart retail brand – Consumer communications via mobile instant messaging (MIM) – An empirical study in the Chinese context

Retailers are adopting 'smart' technologies such as contactless, omni-channel, ubiquitous computing and mobile apps. This paper examines consumer behavior responses while using a mobile instant messaging (MIM) channel adopted by a Chinese pure-play retailer. MIM is text-based, mobile computer-mediated communication technology accomplishing real-time interaction with other users. WeChat, a full service MIM application, contains functional and social features including SMS, LBS, voice message, video calls and "Moments" sharing, which is its social propagating feature. There is a paucity of literature on the role of MIM in building relationships and the relevance of emotion and WOM for consumers engaging in MIM interactions. The model was derived from prior research on Stimuli-Organism-Response (SOR) that depicts the effects of environmental/informational stimuli on consumers' responses. Research objectives included investigating the prediction that environmental stimuli comprising socialness perception, media richness, and involvement induce a positive emotional state, which results in positive WOM. The study employed a quantitative approach. The sample comprised young Chinese WeChat users (n = 486). SEM was used to analyse the data. Prior research has indicated that building relationships with consumers is more difficult when the relationships are consumer-computer as compared to consumer-person. The findings of this study suggest that such a negative effect can be alleviated by the use of MIM. This study is original in integrating socialness perception, media richness and WOM into the SOR framework. The implications for practitioners are discussed, including retailers' need to be aware of the extent to which consumers are willing to engage with MIM applications.

Linking Multimedia Vocabulary CALL Research to SLA Cognitive Theories

Researchers in the field of computer-assisted language learning (CALL) have been focusing on vocabulary - alongside grammar - more than other language areas and skills [22]. Vocabulary learning has attracted instructional designers and has led to the introduction of a wide range of technologies including courseware, dictionaries, online activities, corpora and concordancing, and computer-mediated communication technologies [38]. To investigate whether the design of these digital resources was theoretically grounded, this paper presents a review of experimental studies on vocabulary CALL for second language learners. In order to inform the future e-learning design, this review aims to explore the most striking SLA cognitive theories - if any - to which designers of multimedia vocabulary CALL drew their interventions. It has been found that most of the previous studies focused on employing multimedia technology on strengthening the link between the form of a word and its meaning with no emphasis on aspects of the word knowledge beyond that. Moreover, for the informants in this review, the design of the intentional language-focused vocabulary CALL software as well as the incidental meaning-focused ones has not been found to effectively operationalise SLA cognitive theories.

Online counseling: An exploratory survey of Italian psychologists’ attitudes towards new ways of interaction

Objective: Online counseling may be defined as an interaction between users and mental health professionals that takes place through computer mediated communication technology. This study aimed to investigate the attitudes of Italian psychologists towards different aspects of online counseling provided via email, chat, forums, and videoconference. Method: An online questionnaire was administered to a sample of 289 licensed psychologists in the Veneto Region (Italy) in order to collect opinions, preferences, and intentions to use online modalities, along with prior knowledge and practice experiences. Results: Only 18.3% of the respondents had previous experience with online counseling. Overall, the majority of psychologists (62.6%) were favorable towards online counseling, but they also had several reservations about the provision of online diagnosis and therapeutic interventions. Results showed a consistent lack of clarity regarding ethical and penal issues concerning online modalities. Conclusions: More efforts must be directed to deepening the application of new technologies in the field of psychology in order to enable an ethical and professional practice of online counseling in Italy.

Knowledge Adoption in Online Communities of Practice

Nous investiguons comment les membres d’une communauté de pratiques (CP) de textes en ligne adopte des connaissances d’autres membres. Les études précédentes portant sur l’adoption des connaissances dans des environnements informatisés se sont appuyées sur les théories du processus dual du traitement de l’information pour comprendre le rôle des indices heuristiques et des probabilités d’élaboration. Ici nous étendons ce courant de recherche en explorant deux nouveaux indices heuristiques : la conformité de genre et la cohérence de l’information. De plus, nous examinons le rôle de la recherche focalisée et de l’information disconfirmatoire pour comprendre comment elles pourraient induire des processus cognitif non heuristiques. Cette étude avance notre compréhension du partage de connaissance dans les CP en ligne. Les résultats suggèrent que le contexte d’une CP en ligne peut jouer un rôle dynamique sur la façon dont les membres traitent la composante contenu de cette CP. En se concentrant sur des technologies de type « pull », elle offre un autre lien théorique entre les communications médiatisées par ordinateur et la gestion des connaissances. Pratiquement, elle apporte aussi des éclairages sur les CP en ligne comme moyen d’améliorer la gestion des connaissances dans les organisations.

Longitudinal Effects of Computer-Mediated Communication Anxiety on Interaction in Virtual Teams

Research problem: Organizations continue to rely upon virtual teams, yet knowing how, and for how long, individual members' computer-mediated communication (CMC) anxiety affects virtual team interactions and performance outcomes is not well-known. Research questions: (1) What is the relationship between CMC anxiety and virtual team participation? (2) How does this relationship influence the perceptions of individual performance? (3) Does this relationship persist over time? Literature review: A literature review including communication and media structures, input-mediator-output team effectiveness, and individual CMC anxiety elements indicate researchable negative effects upon virtual team interaction and participation in CMC environments. Higher levels of individual CMC anxiety could dampen participation quantity, participation type (task versus social), participation quality, and perceptions of individual performance. Further, the initial negative interactions and behaviors could persist over time. Methodology: This quantitative quasiexperimental study involved surveying, observing, and coding the interactions of 22 virtual project teams (consisting of a total of 110 individuals) over a span of four months. The teams used a CMC tool with shared file space and discussion boards to coordinate database design and implementation work. Data were collected from questionnaire surveys, individual message postings, and team project scores. Individual message postings were coded to measure participation quality (task focus and topic introductions) and participation quantity (message count and words per message). Data were analyzed using repeated-measures multivariate analyses along with follow-up univariate statistical testing. Results and conclusions: The results indicate that individuals with higher levels of CMC anxiety participated less, sent fewer task-oriented messages, introduced fewer novel topics, and were rated more poorly by team members on their performance compared to individuals with lower levels of CMC anxiety. The results also show that CMC-anxious individuals do send relatively more social-oriented messages, perhaps to compensate for typical apprehensive communication behaviors in a virtual team environment. In addition, participation quality and quantity and perceptions of performance by CMC-anxious team members do not significantly improve, even with repeated interactions over CMC. Although study participants evidenced high engagement with the project tasks, the study is limited by its use of student subjects. The study suggests the importance of team leaders and role definitions for virtual teams, to counteract potential unintended effects of CMC technology use masking actual participation and contribution of virtual team members. Future research could investigate the efficacy of interventions for reducing the negative impacts of CMC anxiety in virtual team performance, as well as the influence of individual structures such as CMC anxiety in the use of CMC and team structures in the virtual team environment.

Exploring the influence of instant messaging and video conferencing on the quality of project communication

Growth in computer-mediated communication (CMC) technologies such as instant messaging (IM) and video conferencing (VC) has led to a need to explore the utilisation and influence of these tools on the quality of project communication, which must still be established. This article reports the results of a survey conducted among 210 project practitioners using CMC in various industries to determine how, why and what each medium is used for, and how these media influence factors that promote quality communication. Some results showed that the use of both instant messaging and video conferencing in projects is moderate and both improve the quality of communication in virtual teams, however in different ways. Keywords : Project communication, computer-mediated communication, instant messaging, video conferencing, virtual teams

Writing for the (virtual) other: Bakhtinian intertextuality within online L2 writing exchanges

ABSTRACTIn this article, I explore practical implications of the theories of language of M.M. Bakhtin within university second language writing classrooms. Specifically, I examine the presence of Bakhtinian intertextuality within online intercultural exchanges involving the use of Computer-Mediated Communication (CMC) technology. I describe a CMC exchange between university students in Canada enrolled in Spanish classes and Chilean university students of English. The students communicated using a bilingual blog, Skype, Facebook and Dropbox to meet, share their writing and engage in peer review. The data analysed include the students’ writings in English and Spanish in the blog, drafts of student essays and student comments in final interviews. Drawing on Bakhtin's theories, I used a qualitative approach to analyse the data, identifying instances of intertextuality across the students’ writing. Based on my findings, I suggest that the online exchange offered positive conditions for the sharing of language, which led to contextualised learning of new lexical items and the creation of intertextually richer student writing in the L2.

Exploring Taiwanese college students’ perceptions of text-based, computermediated communication technology in learning Japanese as a foreign language

The use of computers as an educational tool has become very popular in the context of language teaching and learning. Research into computer mediated communication (cmc) in a Japanese as a foreign language (jfl) learning and teaching context can take advantage of various pedagogical possibilities, just as in the English classroom. This study investigates the perceptions of cmc tools held by jfl students in Taiwan. It also examines utterance length and a feature of their online writing, the use of final particles in Japanese. The overall results indicate that the use of text-based cmc tools has positive effects, and is also perceived positively by the jfl learners. The pedagogical implications are that cmc tools can be especially beneficial when integrated within an instructionally-oriented jfl course.

Investigation of Participation and Quality of Online Interaction

Advances in computer mediated communication technologies have sparked and continue to facilitate the proliferation of online courses, degree programs, and educational institutions. Leading the way with these advances has been the use of asynchronous discussion forums. However merely setting up a discussion forum does not always ensure quality participation and interaction. The way the course is managed has an impact on the participation as well. This paper compares the difference in course management over four study periods and discusses the resulting consequences on the participation and achievement of the students. This paper also investigates the quality of interaction as perceived by fully online students. The main benefits of this research are that it provides a guideline regarding what course management factors can make the difference in online participation in fully online courses, and how the quality of interaction can be designed.

Swift Guanxi in Online Marketplaces: The Role of Computer-Mediated Communication Technologies

The concept of guanxi (i.e., a close and pervasive interpersonal relationship) has received little attention in the literature on online marketplaces, perhaps due to their impersonal nature. However, we propose that computer-mediated communication (CMC)

Investigating Design Issues in Mobile Computer-Mediated Communication Technologies

Mobility is the new reality of business and stands to have a significant impact on the implementation of mobile computer-mediated communication (mCMC), such as mobile texting, mobile video, and mobile presence. Information systems researchers are faced with the challenge of how to design these artifacts to maximize the benefits of social interaction among potential communication partners. We develop a theoretical model that examines the relationship between user experience, perceived richness, perceived social presence, interactivity, and satisfaction in mCMC. Findings suggest that user experience, perceived richness and interactivity are important in the design of social presence in mCMC. Both social presence and perceived richness influenced user satisfaction with mCMC. The influence is greater in mobile instant messaging than mobile texting.

CMC Technologies for Teaching Foreign Languages

Computer-mediated communication (CMC) technologies have begun to play an increasingly important role in the teaching of foreign/second (L2) languages. Its use in this context is supported by a growing body of CMC research that highlights the importance of the negotiation of meaning and computer-based interaction in the process of second language acquisition (SLA) (Chapelle, 1998; Payne & Whitney, 2002). Recent research has also pointed out the importance of situated cognition (Brown, Collins, & Duguid, 1989) and the use of task-based activities (Doughty & Long, 2003) to allow students to acquire language in meaningful contexts for specific purposes. In this paper, various CMC technologies will be described and critically evaluated for their possible applications in task-based foreign language learning activities. First, general issues of connectivity will be defined and discussed (e.g., wired, wireless, and infrared technologies; dial-up vs. broadband, etc.). Then various asynchronous and synchronous CMC technologies will be described and evaluated, pointing out their strengths and drawbacks for use in a L2 learning environment. The authors then compare and contrast the use of a task-based language-learning activity within wired versus wireless environments. The paper concludes with an overall discussion that focuses on the challenges facing the implementation of these technologies (e.g., accessibility, compatibility, financial considerations), some possible solutions to those problems, and some speculation about future uses of these technologies to enhance the L2 learning experience.

Cultural determinants of email communication styles

Based on a sample of 234 IT consulting and services professionals from various cultural backgrounds, this study investigates whether Edward T. Hall’s concept of culture can explain cultural differences in email communication. Although a vast array of intercultural research employs Hall’s concept in various communication settings, few take into account the computer-mediated communication technologies that now play an integral role in the operations of international companies. Our results show that cultural differences in email are present and can be explained by Hall’s dimensions of context, time, and space orientation. In particular, cultural background has a significant impact on the preference for formalness, promptness, preciseness, task-relatedness, and relationship-relatedness in email communication. Implications for managers as well as future studies are derived.

Gratifications for using CMC technologies: A comparison among SNS, IM, and e-mail

Why and how people choose to use a particular computer-mediated communication (CMC) technology is a major concern. This study seeks to address the issues by applying the uses and gratifications theory, and attempts to explore the general and specific gratifications sought from the use of three CMC technologies. Three separate empirical surveys were conducted to investigate the gratifications sought from social networking sites, instant messaging, and e-mail. Then factor analysis was undertaken to extract the gratifications sought from each CMC technology. The extracted gratifications sought were then compared among the three technologies for concluding the general and specific gratifications. Four general gratifications were extracted among the three CMC technologies, including relationship maintenance, information seeking, amusement, and style. Two gratifications were specific: the sociability gratification sought from using instant messaging and social networking sites; and the gratification of kill time sought from using instant messaging. Moreover, the important levels of gratifications sought from the three CMC technologies were found to be different. Our findings provide evidence to explain why not all traditional CMC technologies are replaced by innovative and advanced ones. The results of this study may be applied to CMC technology design and provide implications for future research.

Innovation attributes and pedagogical quality: a concretization of joint theories on course management systems acceptance

The utilization of information and communication technologies in support of teaching and learning is still on its way to expand its potentials in higher education. Facing different venues of course delivery, computer-mediated communication technologies seem to be the most efficient and cost-effective. Since the mid-1990s, course management systems (CMSs) have gradually evolved, and taken an irreplaceable important role in higher education. From the perspectives of pedagogical impact and instructional resource consumption, Morgan (2003) considered that CMSs form the academic system equivalent of enterprise resource planning systems. Based on an extensive review on the Technology Acceptance Model (TAM) and Innovation Diffusion Theory (IDT) at the outset, this study bridges the TAM and IDT, and proposes a conceptual model of the acceptance of CMSs to acknowledge antecedents (i.e., innovation attributes, self-efficacy (SE), pedagogical quality (PQ) and perceived evaluation of function (EF)). Theoretically, the perceived innovation attributes of CMSs impact users’ perceived usefulness (PU) and actual use (AU). The antecedents, such as SE, PQ, and EFs, are also anticipated to have impacts on the AU and use of perception. PU is influenced by perceived ease of use (PEOU), while behavioral intention (BI) is concurrently influenced by PEOU and PU. Moreover, AU is influenced by BI. Finally, discussion and suggestions for future research of the proposed model are also provided.

Would You Share?

Advances in computer-mediated communication technologies have increased the variety of choices individuals have when sharing knowledge both within and across organizational boundaries. This paper extends prior research by comparing face-to-face and computer-mediated communication channels (email, online communities, and knowledge repositories/wikis) for different knowledge types (computer program and expertise) in intra- and inter-organizational knowledge sharing contexts. Using vignettes, this study determines whether individuals adjust their knowledge sharing behaviors based on the different knowledge types, communication channels, and boundary conditions. Results suggest individuals are more likely to share expertise intra-organizationally via face-to-face and share a computer program intra-organizationally via knowledge repositories/wikis. Also, results suggest individuals are more likely to share expertise or a computer program inter-organizationally via face-to-face.

Copresence and Its Social-Relational Antecedents in Computer-Mediated Communication: The Case of Instant Messenger

Computer-mediated communication (CMC) technologies like instant messenger have been increasingly used as a tool for interpersonal relationship development and maintenance. To better understand such use of CMC, we investigate copresence—defined as a communicator's perception of being with other communication partners through CMC—and its role in affecting the intention to continue using the medium. We explore three social-relational antecedents of copresence: prior use of the medium, perceived critical mass, and user commitment to maintain the relationship with others. Hypotheses are tested with survey data on the use of instant messenger. In general, the results support the research hypotheses. We suggest that the concept of copresence can be a novel and helpful theoretical perspective for understanding the use of CMC for social-relational purposes.

A framework of students' reasons for using CMC media in learning contexts: A structural approach

AbstractMotivated by the increasing popularity of computer‐mediated communication (CMC) media in university students' learning, this study employs a four‐stage novel approach for analyzing and developing a structured hierarchy framework for students' usage of CMC media in learning contexts. First, media characteristics and the Uses and Gratifications (U&G) approach were adopted to understand student‐specific reasons for using media. Second, a set of relevant data concerning the university students' reasons for using CMC media was collected by the Repertory Grid Interview Technique (RGT) and analyzed qualitatively using content analysis. The Interpretive Structural Modeling (ISM) technique was then used to develop a six‐level hierarchical structural model of media use reasons. Finally, the cross‐impact matrix multiplication applied to classification (MICMAC) technique was used to analyze the driver and dependence power for each media use reason and identify the hidden and indirect relationships among all reasons. The reasons related to students' use of CMC were classified as independent variables, linkage variables, and dependent variables. The study provides a validated typology of different clusters of interrelated students' reasons for using CMC media in learning contexts. The findings of this study will have significant implications and will be helpful for researchers, university policy‐makers, instructors, and organizations in framing CMC technology implementation and use strategies.

Student Empowerment In An Online Program

Given that online higher education is a competitive marketplace, this paper discusses how to ensure online student success. Within the online learning environment, the following may create the vitality of the online institution: (a) The online learning environment; (b) The role of the instructor; (c) Learning Communities; (d) Computer-mediated Communication Technologies; and (e) Policy and practice. These factors may be managed by the institution of higher education, the faculty member, or the learner; however, a commitment is needed by all stakeholders in the program.

Linguistic Marketing in “… a marketplace of ideas”

The virtual community under consideration is called the Nigerian Village Square (NVS), ‘… a marketplace of ideas’. As an online discussion forum, NVS combines the features of listservs and newsgroups with a more elegant and user-friendly interface. While computer-mediated communication (CMC) technologies augment political discourse in established democracies, new media and mobile technologies create avenues for a virtual sphere among Nigerians. Therefore, the ideal virtual sphere guarantees equal access to all connected netizens, equal right for all languages in netizens’ linguistic repertoire, and it fosters democratic deliberation through policy debates, public dialogues and ‘online polylogues’. By linguistic marketing is meant discourse as a vehicle for ‘promotional acts’ and for ‘selling’ particular cultures and ideologies to multicultural and multilingual readers/audiences. One interpretation of this is in terms of asserting language rights and linguistic equality. The use of Nigerian languages with Nigerian Pidgin online is promotional and for existential negotiation. This results in language mixture which is an instantiation of freedom of speech, freedom of switch and freedom to switch. The underlying pragmatic motivation for top-down language mixture and alternation in Nigerian virtual discourse is attention-getting with the aim of inducing an interdiscursive writer-reader cognitive as well as communicative interaction. Other pragmatic functions of code switching discussed in the paper include allusive textuality, amusing phaticity, anticipated interactivity, affective expressivity and audience affiliation or alienation, among others. Thus, intertextuality is an explanatory technique for investigating previously unexplored phenomena in digital code switching.