Nonverbal Communication Cues Research Articles

A novel mixed reality remote collaboration system with adaptive generation of instructions

Mixed Reality (MR) remote collaboration supports a shared workspace and various non-verbal communication cues that enable remote experts to express ideas in an immersive Virtual Reality (VR) space to guide local workers in industrial physical tasks by creating Augmented Reality (AR) instructions, such as remote assembly/disassembly guidance, emergency maintenance, and training. However, due to the information non-symmetrical caused by geographical distribution, it can be challenging and high-workload for remote experts to create clear and detailed AR instructions for local workers to match spatial relationships with the local workspace, while comprehensively considering the situation information (e.g., task-related objects and partner’s environment) in complex industrial physical tasks. Advances in ambient intelligence bring ideas for building a new remote collaboration framework that supports the adaptive generation of instructions. In the study, we developed a novel MR remote collaboration prototype system, which can automatically and adaptively generate clear, detailed, and standardized AR instructions based on remote experts’ simple and intuitive interactions and local contextual information to assist remote experts in guiding local workers to complete industrial physical tasks, especially industrial assembly tasks. The effect of two interfaces on industrial assembly tasks involving relatively complex process information and environments was explored in a user study: one was a baseline solution that uses a typical MR remote collaboration interface to support remote experts to create instructions (RECI) using popular non-verbal communication cues in the shared local 3D stereoscopic scene, and the other was our novel interface that additionally supported the adaptive generation of instructions via context awareness (AGICA) on top of the typical interface. The result of the user study showed that AGICA significantly improves collaboration performance, reduces errors and workload, and enhances usability and user experience compared to RECI. This demonstrates that supporting the adaptive generation of instructions is a feasible way to enhance MR remote collaboration in industrial assembly tasks with relatively complex process information and environments. Our research findings have a certain guiding significance for the design of MR remote collaboration systems in such tasks.

Infant-directed communication: Examining the many dimensions of everyday caregiver-infant interactions.

Everyday caregiver-infant interactions are dynamic and multidimensional. However, existing research underestimates the dimensionality of infants' experiences, often focusing on one or two communicative signals (e.g., speech alone, or speech and gesture together). Here, we introduce "infant-directed communication" (IDC): the suite of communicative signals from caregivers to infants including speech, action, gesture, emotion, and touch. We recorded 10min of at-home play between 44 caregivers and their 18- to 24-month-old infants from predominantly white, middle-class, English-speaking families in the United States. Interactions were coded for five dimensions of IDC as well as infants' gestures and vocalizations. Most caregivers used all five dimensions of IDC throughout the interaction, and these dimensions frequently overlapped. For example, over 60% of the speech that infants heard was accompanied by one or more non-verbal communicative cues. However, we saw marked variation across caregivers in their use of IDC, likely reflecting tailored communication to the behaviors and abilities of their infant. Moreover, caregivers systematically increased the dimensionality of IDC, using more overlapping cues in response to infant gestures and vocalizations, and more IDC with infants who had smaller vocabularies. Understanding how and when caregivers use all five signals-together and separately-in interactions with infants has the potential to redefine how developmental scientists conceive of infants' communicative environments, and enhance our understanding of the relations between caregiver input and early learning. RESEARCH HIGHLIGHTS: Infants' everyday interactions with caregivers are dynamic and multimodal, but existing research has underestimated the multidimensionality (i.e., the diversity of simultaneously occurring communicative cues) inherent in infant-directed communication. Over 60% of the speech that infants encounter during at-home, free play interactions overlap with one or more of a variety of non-speech communicative cues. The multidimensionality of caregivers' communicative cues increases in response to infants' gestures and vocalizations, providing new information about how infants' own behaviors shape their input. These findings emphasize the importance of understanding how caregivers use a diverse set of communicative behaviors-both separately and together-during everyday interactions with infants.

Lecturers’ Non-Verbal Communication during the English Lesson: Student Perceptions Study

To create effective teaching and learning, it is essential to comprehend students' perceptions. It assists lecturers in customizing their teaching strategies to fit the requirements and preferences of their students. This adaptation contributes to more effective instructional strategies, more student engagement, and a more successful learning experience for everyone involved in the classroom. The research focused on exploring the perceptions of nonverbal communication employed by English lecturers among first-semester students enrolled in the Islamic education program at STAIN Majene. The study used a descriptive quantitative design which involved 140 students across four classes, with 75 volunteered as samples. A questionnaire was used to collect data on various nonverbal communication cues, and descriptive quantitative analysis was conducted to gain insights. The results demonstrate that students have a positive perception of the use of nonverbal communication by English lecturers. It implies that students prefer dynamic and positive learning environment through appropriate use of this communication method in English lessons.

Exploring the Role of Multimodal Metaphor through Gestures in Middle School English Education

Introduction: As scholarly interest in metaphorical gestures has burgeoned in recent years, the exploration of these non-verbal communicative cues has primarily centered on domains, such as speeches, advertisements, and movies. Surprisingly, there exists a notable dearth of research specifically delving into the nuanced role of metaphorical gestures within the realm of English teaching, especially in middle school settings. This study sought to address this gap by strategically selecting two nationally recognized English courses taught in middle school English classrooms. The study aimed to explore the role of multimodal metaphor in gestures and provide some inspiration for middle school English teachers. Methodology: In this research, two videos from National Excellent Courses were selected for analysis using a multimodal annotation tool, namely EUDICO Linguistic Annotator (ELAN). The course selected was the middle school English teaching design course, and the students involved were from Beijing Normal University, China. All gestures analyzed were classified into three types of metaphors, namely ontological, structural, and orientational. Results: The findings indicated that ontological metaphors occurred most frequently, followed by orientational metaphors, with structural metaphors being the least frequent This research demonstrated the cognitive process of conceptual metaphor in classroom gestures with concrete examples. Conclusion: In contemporary middle school English classrooms, relying solely on textual material is insufficient for fully supporting the teaching process. This study substantiates that employing multimodal metaphors in gestures can enhance teachers’ ability to motivate students effectively and facilitate improved interaction and semantic communication. The study provides English teachers with valuable guidance on implementing multimodal teaching strategies utilizing metaphorical gestures.

CROSS-CULTURAL COMMUNICATION IN ENGLISH-LANGUAGE FAMILY THERAPY: CONCEPTUAL CHALLENGES AND OPPORTUNITIES

Cross-cultural communication in English-language family therapy presents a complex landscape characterized by both challenges and opportunities. This review explores the conceptual framework surrounding this dynamic field, highlighting the multifaceted nature of interactions within diverse familial contexts. One of the primary challenges in cross-cultural communication within English-language family therapy is the inherent diversity of cultural backgrounds among clients. Cultural nuances, beliefs, and communication styles vary significantly across different ethnicities, religions, and socio-economic backgrounds. Negotiating these differences requires therapists to possess a nuanced understanding of cultural dynamics while maintaining sensitivity to the unique needs and values of each family unit. Moreover, language barriers often complicate communication between therapists and clients from diverse cultural backgrounds. In English-language family therapy, therapists must navigate the intricacies of language proficiency, ensuring effective communication while acknowledging potential limitations in linguistic expression. Additionally, cultural differences in nonverbal communication cues further underscore the importance of a comprehensive approach to cross-cultural communication. Despite these challenges, cross-cultural communication in English-language family therapy presents invaluable opportunities for fostering understanding and promoting positive therapeutic outcomes. By embracing cultural diversity as a cornerstone of therapeutic practice, therapists can create inclusive environments that validate the experiences of all family members. Culturally sensitive interventions that integrate elements of clients' cultural backgrounds can enhance rapport-building and facilitate meaningful dialogue within therapy sessions. Furthermore, cross-cultural communication in English-language f amily therapy encourages therapists to adopt a reflective stance, continually interrogating their own cultural biases and assumptions. Through self-awareness and ongoing education, therapists can cultivate cultural competence, empowering them to navigate the complexities of cross-cultural dynamics with greater efficacy. The conceptual landscape of cross-cultural communication in English-language family therapy is marked by both challenges and opportunities. By recognizing the inherent complexity of cultural interactions and embracing cultural diversity, therapists can navigate these complexities skillfully, ultimately fostering more inclusive and effective therapeutic practices.
 Keywords: Cross-Cultural, Communication, English, Language, Family Therapy, Review.

Digital communication tools in family therapy: A review of opportunities and challenges for English-Speaking practitioners

Digital communication tools have revolutionized the field of family therapy, offering both opportunities and challenges for English-speaking practitioners. With the proliferation of technology, therapists have access to a wide array of platforms and applications that can enhance therapeutic interventions. However, integrating these tools into practice requires careful consideration of ethical, legal, and clinical implications. Digital communication tools offer numerous advantages for family therapy practitioners. Teletherapy platforms enable therapists to reach clients in remote locations or those with mobility constraints, expanding access to care. Video conferencing allows for face-to-face interactions, facilitating rapport building and nonverbal communication cues essential for effective therapy. Additionally, digital tools such as secure messaging apps or virtual whiteboards enhance communication between sessions, fostering continuity of care and homework completion. Online support groups and forums provide clients with opportunities for peer support and community engagement, supplementing traditional therapy approaches. Despite their benefits, digital communication tools pose significant challenges for English-speaking practitioners. Ensuring confidentiality and data security is paramount, requiring adherence to stringent privacy regulations such as HIPAA (Health Insurance Portability and Accountability Act). Therapists must navigate issues of informed consent, boundary maintenance, and emergency protocols in the digital realm. Moreover, technological barriers, such as internet connectivity issues or lack of digital literacy among clients, can hinder the effectiveness of therapy sessions. Cultural considerations also play a role, as language barriers or cultural differences in technology use may impact therapeutic engagement. Digital communication tools offer English-speaking family therapy practitioners unprecedented opportunities to enhance therapeutic interventions. However, these tools come with inherent challenges that must be addressed to ensure ethical and effective practice. By carefully navigating the opportunities and challenges presented by digital communication tools, therapists can harness the power of technology to improve client outcomes and advance the field of family therapy.

CULTURAL DIVERSITY IN NONVERBAL COMMUNICATION: COMPARING THE MEANING OF HUNGARIAN-RUSSIANAMERICAN NONVERBAL SIGNS

The aim of my research was to conduct a comparative analysis of nonverbal communication cues between Hungarian, Russian and American cultures, with a focus on the cultural specificities and overlaps of nonverbal cues used to express different emotions and states, such as aggressiveness, uncertainty and interest. The study involved an extensive literature review and a questionnaire survey with participants from different cultures to understand how these nonverbal signals are interpreted and perceived in different cultural contexts.
 In the analysis, I paid particular attention to the different interpretations of body language, facial expressions, gestures and touch, and spatial relations cues. The results of the research have highlighted that although there are some common forms of nonverbal communication, there are also a number of significant cultural differences that fundamentally influence the encoding and decoding of messages.
 For example, while in American culture direct eye contact and open posture can be signs of sincerity and confidence, in Hungarian and Russian cultures these signals can have different contexts and intensities. The meaning and acceptability of touch also varies; what is seen as a friendly gesture in one culture may suggest excessive closeness and inappropriateness in another.
 The research also highlighted the intercultural communication difficulties and misunderstandings that can arise from different interpretations of nonverbal signals. This underlines the need to better understand and respect the communication customs and norms of different cultures in order to communicate effectively and efficiently.
 At the end of my research, I have formulated recommendations for those involved in cross-cultural communication, whether in business, educational or personal contexts. I have stressed the importance of cultural sensitivity, avoiding prejudices and active listening, which can be key to successful and meaningful intercultural dialogues.

FlexComb: A Facial Landmark-Based Model for Expression Combination Generation

Facial expressions are a crucial but challenging aspect of animating in-game characters. They provide vital nonverbal communication cues, but given the high complexity and variability of human faces, the task of capturing the natural diversity and affective complexity of human faces can be a labour-intensive process for animators. This motivates the need for more accurate, realistic and lightweight methods for generating emotional expressions for in-game characters. In this work, we introduce FlexComb, a Facial Landmark-based Expression Combination model, designed to generate a real-time space of realistic facial expression combinations. FlexComb leverages the highly varied CelebV-HQ dataset containing emotions in the wild, and a transformer-based architecture. The central component of the FlexComb system is an emotion recognition model that is trained on the facial dataset, and used to generate a larger dataset of tagged faces. The resulting system generates in-game facial expressions by sampling from this tagged dataset, including expressions that combine emotions in specified amounts. This allows in-game characters to take on variety of realistic facial expressions for a single emotion, which addresses this primary challenge of facial emotion modeling. FlexComb shows potential for expressive facial emotion simulation with applications that include animation, video game development, virtual reality, and human-computer interaction.

Performance as theater: Expert pianists’ awareness of sight and sound in the concert

Sight and sound are critical to the reception of music performance. Audiences respond to myriad nonverbal cues to appraise the performance, but little is known about Western classical performers’ approach to commanding attention and achieving performance mastery. This study aims to understand how expert performers conceptualize the audio and visual spectacle in the concert hall, and how they harness nonverbal communication and extramusical cues into performance. Nine expert pianists participated in semi-structured interviews about their approach to performance and their preparation for a hypothetical concert in an international venue. Their responses were coded, categorized, and eventually clustered into three themes. Experts were acutely aware of the audience’s gaze and viewed classical performances as theater. Sight was integral for expert performers who shared Liszt’s uncanny appreciation of showmanship. Experts choreographed performances for their audiences with dramatic stage entrance and elegant concert attire, and crafted performance through impressive memorization and amplified visual gestures. Future studies will explore how experts practice performance as theater and discover their strategies to prepare for the stage.

ViGather: Inclusive Virtual Conferencing with a Joint Experience Across Traditional Screen Devices and Mixed Reality Headsets

Teleconferencing is poised to become one of the most frequent use cases of immersive platforms, since it supports high levels of presence and embodiment in collaborative settings. On desktop and mobile platforms, teleconferencing solutions are already among the most popular apps and accumulate significant usage time---not least due to the pandemic or as a desirable substitute for air travel or commuting. In this paper, we present ViGather, an immersive teleconferencing system that integrates users of all platform types into a joint experience via equal representation and a first-person experience. ViGather renders all participants as embodied avatars in one shared scene to establish co-presence and elicit natural behavior during collocated conversations, including nonverbal communication cues such as eye contact between participants as well as body language such as turning one's body to another person or using hand gestures to emphasize parts of a conversation during the virtual hangout. Since each user embodies an avatar and experiences situated meetings from an egocentric perspective no matter the device they join from, ViGather alleviates potential concerns about self-perception and appearance while mitigating potential 'Zoom fatigue', as users' self-views are not shown. For participants in Mixed Reality, our system leverages the rich sensing and reconstruction capabilities of today's headsets. For users of tablets, laptops, or PCs, ViGather reconstructs the user's pose from the device's front-facing camera, estimates eye contact with other participants, and relates these non-verbal cues to immediate avatar animations in the shared scene. Our evaluation compared participants' behavior and impressions while videoconferencing in groups of four inside ViGather with those in Meta Horizon as a baseline for a social VR setting. Participants who participated on traditional screen devices (e.g., laptops and desktops) using ViGather reported a significantly higher sense of physical, spatial, and self-presence than when using Horizon, while all perceived similar levels of active social presence when using Virtual Reality headsets. Our follow-up study confirmed the importance of representing users on traditional screen devices as reconstructed avatars for perceiving self-presence.

Online Learning is a City without Police: Influence of Proficiency on Libyan EFL Learners’ Perceptions

With the spread of COVID-19 and the replacement of face-to-face classes with emergency online learning, many studies have investigated English as a Foreign Language learners’ perceptions regarding their experiences of emergency online learning. However, the influence of EFL learners’ proficiency levels on their perceptions is still a neglected area. Conducting in-depth interviews with a group of Libyan EFL learners (n=18) by employing the Zaltman Metaphor Elicitation Technique, this study investigated their metaphorical perceptions regarding emergency online learning across the three proficiency levels of Basic, Independent, and Proficient Users according to the Common European Framework of Reference for Languages. Considering the large number of EFL learners around the world and the felt literature gap, this study investigated the relationship between EFL learners’ proficiency levels and perceptions. The three main features of online learning reflected in the participants’ metaphors were (i) lack of the teacher’s physical presence, (ii) lack of peers’ physical presence and (iii) lack of nonverbal communication cues. Furthermore, this study reveals a significant relationship between the learners’ language proficiency levels and perceptions. For instance, Basic Users perceived the lack of a teacher’s presence by metaphors of ‘unsafety’ and ‘fear’, while Independent and Proficient Users respectively perceived it by metaphors of ‘freedom’ and ‘power’. Accordingly, the learners reported different class behaviors and learning strategies in response to these features

Empathy, working alliance, treatment expectancy and credibility in video and face-to-face psychotherapeutic first contact

Objective Video-based therapy has been used increasingly since the onset of the COVID-19 pandemic. Yet, video-based initial psychotherapeutic contact can be problematic due to the limitations of computer-mediated communication. At present, little is known about the effects of video first contact on important psychotherapeutic processes. Method: Forty-three individuals (n video = 18, n face-to-face = 25) were recruited via an outpatient clinic waiting list and were randomly assigned to video or face-to-face initial psychotherapeutic sessions. Participants rated treatment expectancy before and after the session, and the therapist’s empathy, working alliance, and credibility after the session and several days later. Results: Empathy and working alliance ratings of patients and therapists were high and did not differ between the two communication conditions after the appointment or at follow-up. Treatment expectancy increased to a similar extent for the video and face-to-face modalities from pre to post. Willingness to continue with video-based therapy increased in participants who had video contact, but not in those with face-to-face contact. Conclusion: This study indicates that crucial processes related to the therapeutic relationship can be initiated via video, without prior face-to-face contact. Given the limited nonverbal communication cues in video appointments, it remains unclear as to how such processes evolve. Trial registration: German Clinical Trials Register identifier: DRKS00031262..

Non‐verbal communication of nursing home residents and care staff

AbstractIntroductionPeople living with dementia (PlwD) in nursing homes (NH) have complex needs with impairments in cognition, communication, and daily function. Complex needs may arise with impairments in communication and difficulty in expressing needs. PlwD often experience neuropsychiatric symptoms (NPS) with poor quality of life (QoL), which can be impacted by impairments in non‐verbal communication (NVC). NVC plays a key role in improving communication and engagement with PlwD. This study examines current NVC practices in NH between PlwD and care staff.Methods225 NH from the Care Home Research Network, King’s College London were invited to take part on an online anonymous questionnaire. The questionnaire included 13 questions on NVC and NH demographics. Care staff provided information on communication cues used between residents and staff during instrumental care and social activities. The use of NVC was rated on a Likert scale.ResultsThirty‐two NH completed the questionnaire, with 56% having 40‐90 beds. 9% of staff reported the use of verbal communication, 25% reported using combined verbal and NVC, whilst majority reported using NVC to communicate with residents (66%). The most observed NVC in residents was facial expressions (71.9%), followed by eye expression (53.1%) and touch (50%). Other NVC included the use of pitch, hand gestures and head nods (37%). Staff NVC cues included facial expressions (81.3%), eye contact (81.3%), hand gestures (75%), pitch of voice and head nods, (both, 66%). Furthermore, 34% of the staff used body language to assist residents with NPS, whilst 28% used touch. During social activities, facial expressions were used very often (78.1%) by residents, followed by head nods, touch and hand gestures (46%). Whilst receiving care, facial expressions were reported very often (68.8%). Other common cues involved touch (50%) and eye contact (41%).ConclusionNH residents and staff use a broad range of NVC channels to interact with one another and was the most reportedly used strategy. Developing interventions to improve communication between staff and PlwD should prioritize NVC, given its extensive use. Improving NVC would facilitate care staff to address needs better, reduce NPS and improve QoL.

Evaluating gaze behaviors as pre-touch reactions for virtual agents.

Reaction behaviors by human-looking agents to nonverbal communication cues significantly affect how they are perceived as well as how they directly affect interactions. Some studies have evaluated such reactions toward several interactions, although few approached before-touch situations and how the agent's reaction is perceived. Specifically, it has not been considered how pre-touch reactions impact the interaction, the influence of gaze behavior in a before-touch situation context and how it can condition the participant's perception and preferences in the interaction. The present study investigated the factors that define pre-touch reactions in a humanoid avatar in a virtual reality environment and how they influence people's perceptions of the avatars. We performed two experiments to assess the differences between approaches from inside and outside the field of view (FoV) and implemented four different gaze behaviors: face-looking, hand-looking, face-then-hand looking and hand-then-face looking behaviors. We also evaluated the participants' preferences based on the perceived human-likeness, naturalness, and likeability. In Experiment 1, we evaluated the number of steps in gaze behavior, the order of the gaze-steps and the gender; Experiment 2 evaluated the number and order of the gaze-steps. A two-step gaze behavior was perceived as more human and more natural from both inside and outside the field of view and that a face-first looking behavior when defining only a one-step gaze movement was preferable to hand-first looking behavior from inside the field of view. Regarding the location from where the approach was performed, our results show that a relatively complex gaze movement, including a face-looking behavior, is fundamental for improving the perceptions of agents in before-touch situations. The inclusion of gaze behavior as part of a possible touch interaction is helpful for developing more responsive avatars and gives another communication channel for increasing the immersion and enhance the experience in Virtual Reality environments, extending the frontiers of haptic interaction and complementing the already studied nonverbal communication cues.

Video-conferencing usage dynamics and nonverbal mechanisms exacerbate Zoom Fatigue, particularly for women

The widespread adoption of video-conferencing has not only transformed communication at scale, but also increased feelings of Zoom fatigue among workers around the world. Although Zoom fatigue is well-documented, it is still unclear what aspects of video-conferencing contribute to this sense of exhaustion. This paper leveraged theory on computer-mediated communication (CMC) to investigate the causes of Zoom fatigue in an online convenience sample of 9787 participants. We provide empirical evidence that Zoom fatigue is influenced by the dynamics of individuals' video-conferencing usage and their psychological experience of the meeting. Specifically, our results support Bailenson's theory of nonverbal overload (2021) that video-conferences are exhausting because maintaining the nonverbal communication cues required in video-based calls (e.g., making eye contact with many people at once) can be draining. We found that people who used video-conferencing more frequently, for longer, and with fewer breaks reported more Zoom fatigue. However, people also experienced more Zoom fatigue when they experienced (1) mirror anxiety from seeing their self-image, (2) hyper-gaze from feeling watched by many faces, (3) feeling physically trapped, and challenges in (4) effort in producing nonverbal cues, and (5) effort in monitoring others' nonverbal cues, even when controlling for differences in usage dynamics. Relative to men, women also reported greater Zoom fatigue after video-conferencing because they experienced the above nonverbal mechanisms to a greater extent. This work advances theory on CMC by reflecting on how video-conferencing can recreate and reconfigure nonverbal cues present in face-to-face communication. We discuss practical strategies to combat Zoom fatigue to improve digital well-being.

Role of Non-Verbal Communication in Asynchronous Talk Channels ‎

With the increased adoption of online learning (even greater as a result of the COVID-19 pandemic), online asynchronous discussions have become a mainstay of many online learning platforms. As teachers struggle to communicate and connect with students due to the forced transition online, we can better appreciate the differences between traditional nonverbal communication in a face-to-face environment and that of online nonverbal communication. Because digital literacy underpins the whole online learning experience, and because nonverbal communication (NVC) cues such as body language and paralanguage are not visible in asynchronous text-based online learning, this paper presents the relationship (if any) between electronic nonverbal communication (eNVC) and teaching/social presences and digital literacy, as well as its role in student motivation and engagement. A correlational study was conducted using surveys to gather data from 88 Level 5 Business Area students. The data was analysed using a Pearson’s correlation analysis. The study has found that there is a correlation between eNVC and the social/teaching presence and digital literacy in the asynchronous online discussions, and that eNVC is related to teaching and social presences, but not to digital literacy.

Between the Star Boy and the City Boy: Humour, Sarcasm and Rhetoric-Induced (De)Marketing in a Nigerian Presidential Primary Election

Beyond the political communication context, non-verbal communication cues are so potent that their interpretations may outweigh the intentionality of the interlocutors that produce the cues. This study analyses the communicative and rhetorical strategies in seven purposively selected political memes created by Nigerians before Nigeria’s ruling party, the All Progressives Congress (APC) held her presidential primary election ahead of the country’s 2023 Presidential Election. The study focused on how the memes marketed and de-marketed the candidacies of Nigeria’s Vice-President, Professor Yemi Osinbajo (the star boy), and Former Lagos State Governor, Asiwaju Bola Ahmed Tinubu (the city boy). Driven by the set-up-incongruity resolution theory of humour, rhetorical framing and socio-semiotic model for visual analysis, the study identified two general themes and five sub-themes from the memes. In the first theme— collective framing of political actors—, Tinubu and Osinbajo were framed as combating competitors. For the second general theme— individuated framing of political gladiators—, sub-themes such as Osinbajo as a kind politician, Tinubu as a kingmaker, Tinubu as a thug and Osinbajo as a betrayer dominated. The study recommends that to establish a better democratic atmosphere in Nigeria, political stakeholders should emphasise accurate civic education on the Nigerian public space and stress pertinent campaign issues instead of irrelevancies.

Paralanguage Classifier (PARA): An Algorithm for Automatic Coding of Paralinguistic Nonverbal Parts of Speech in Text

Brands and consumers alike have become creators and distributors of digital words, thus generating increasing interest in insights to be gained from text-based content. This work develops an algorithm to identify textual paralanguage, defined as nonverbal parts of speech expressed in online communication. The authors develop and validate a paralanguage classifier (called PARA) using social media data from Twitter, YouTube, and Instagram (N = 1,241,489 posts). Using auditory, tactile, and visual properties of text, PARA detects nonverbal communication cues, aspects of text often neglected by other word-based sentiment lexica. This work is the first to reveal the importance of textual paralanguage as a critical indicator of sentiment valence and intensity. The authors further demonstrate that automatically detected textual paralanguage can predict consumer engagement above and beyond existing text analytics tools. The algorithm is designed for researchers, scholars, and practitioners seeking to optimize marketing communications and offers a methodological advancement to quantify the importance of not only what is said verbally but how it is said nonverbally.

Body Language of Avatars in VR Meetings as Communication Status Cue: Recommendations for Interaction Design and Implementation

Abstract While traditional videoconferencing causes privacy issues, virtual meetings are not yet widely used. Their communication quality still lacks usability and important non-verbal communication cues, such as body language, are underrepresented. We aim at exploring virtual avatars’ body language and how it can be used to indicate meeting attendees’ communication status. By comparing users’ perceptions of avatar behavior, we found that avatar body language across gender can be an indication of communication willingness. We derive resulting body language design recommendations and recommend using attentively behaving avatars as default body language and to indicate being busy through actions of the avatar, such as drinking, typing, or talking on a phone. These actions indicate that users are temporarily busy with another task, but still are attending the meeting. When users are unavailable, their avatars should not be displayed at all and in cases of longer meeting interruptions, the avatar of a user should leave the virtual meeting room.

Non-Verbal Communication in the Context of Social Presence in Virtual Space

Studies related to non-verbal communication in virtual space need to be explored as a result of changes in communication processes that largely rely on online interaction due to the COVID-19 pandemic. Undoubtedly, it has extended the scope of understanding an individual’s virtual presence and the effectiveness of non-verbal communication practices. In this study, non-verbal communication is explored in the process of online teaching and learning. Social Presence Theory has been used in understanding the practice of lecturers to establish relationships through their virtual presence and build closeness with students during online teaching and learning. In-depth interviews were conducted with a total of ten students of Universiti Utara Malaysia (UUM). This study has found that lecturers can establish relationships and closeness with students through non-verbal communication cues such as kinesic, proxemic, chronemic, and paralinguistic. Lecturers who practice effective non-verbal communication enable a positive effect on students in terms of motivation to learn, focus in learning sessions, create interest in understanding topics, and feel at ease in learning. However, the lecturers' non-verbal communication has had a negative effect if the lecturer is unable to build a good relationship especially in terms of chronemic and facial expressions cues. It will cause students to be unmotivated and experience emotional stress. In conclusion, non-verbal communication is still vital in the process of establishing a social presence and building relationships even online. The practice of non-verbal communication during the individual social presence in virtual space needs to be explored in other contexts such as in organisations. Keywords: Non-verbal communication, online learning, qualitative, Social Presence Theory, Covid-19.