Nonverbal Research Articles

Communication barriers in caring for culturally diverse patients and the cultural competence of nursing staff

Introduction: The culturally different patient is still a new task for nursing staff. In order to realise competent and effective care for a patient from a different culture, the nurse must be able to recognise her own cultural filters, communication barriers, cultural differences, the sometimes different value system and its relevance to the patient's quality of life Objective of the study: The aim of this study is to illustrate the communication barriers in caring for a culturally different patient in a selected group of nursing staff and to contrast them with the cultural competences possessed by this group. Material and method: 127 nursing staff of one of the Podkarpackie hospitals were studied. A diagnostic survey with an author's survey questionnaire and the Polish version of the Cultural Competence Scale of Medical Personnel were used. Results: Individuals with higher cultural competence in behaviour were better able to cope with communication barriers in terms of language differences and non-verbal communication. Higher cultural competence in patient-centred communication was associated with better coping with barriers in terms of cultural differences and non-verbal communication. The higher the cultural competence in practice orientation, the lower the coping with excess emotions or information and the worse the coping with the patient's culture and values conflicting with the patient's own culture and value system. Those who scored higher on the self-assessment of cultural competence simultaneously coped better with barriers concerning language differences. Those who showed higher awareness and sensitivity with regard to cultural competence coped less well with emotional excess. Conclusions: Relatively good levels of problem solving related to communication barriers are not always accompanied by full cultural competence.

The effect of non-verbal cues on pupil participation during the teaching of Kiswahili by Tambach Trainee-Teachers

The main objective of this study was to analyze the effect of non-verbal cues on pupil participation during the teaching of Kiswahili by trainee-teachers. The research adopted a descriptive survey design, based on the Coordinated Management of Meaning (CMM) theory, and involved Kiswahili teachers, teacher-trainees of Kiswahili language and pupils of selected primary schools in Uasin Gishu and Elgeyo Marakwet, Kenya. A purposive sampling technique was used to single out Kiswahili tutors for a Focus Group Discussion. Stratified random sampling method was then used to select 234 trainee-teachers and 210 learners. Questionnaires, observation schedules and Focus Group Discussion (FGD) were used to collect the data which was then analyzed using SPSS to form descriptive statistics, frequencies and percentages. Lastly, the data was presented descriptively and graphically as tables, graphs and charts. The findings uncovered that the use of non-verbal cues actively encourages student interaction and draws their attention into the subject matter being addressed. Hence, this research is anticipated to help improve the teaching and performance of Kiswahili, build a suitable teacher-student bond in the language classroom, further develop the cognitive abilities and heighten the learning capabilities of pupils by using non-verbal communication.

Remote mental health services during the COVID-19 pandemic in Finland and the Netherlands: a qualitative study

BackgroundThe COVID-19 pandemic has increased worldwide mental health conditions, substantially affecting the demand and provision of mental health services. To continue services and safeguard the health and well-being of mental health service users, service providers have responded to the pandemic with the adoption of remote services. The objective of our study was to identify and compare the promoters and challenges of the adoption of remote mental health services experienced by service users in Finland and the Netherlands during the COVID-19 pandemic with help of the FITTE framework.MethodsThe study adopted a qualitative descriptive approach, consisting of in-depth semi-structured interviews with mental health service users in Finland (n = 12) and the Netherlands (n = 13) during the COVID-19 pandemic. Qualitative content analysis with both inductive and deductive approach was utilized, and the extended FITTE framework was applied to identify the factors related to the fit between individual, task, technology, and environment that influenced the adoption of remote services.ResultsOverall, the adoption of remote mental health services during the COVID-19 pandemic involved several promoters related to easy access to mental health services, support for mental health and well-being, and benefits of the home environment such as not having to leave outside for services and having less risk of getting the corona virus. Most of the challenges were related to lack of non-verbal communication, difficulties with expressing oneself and interpreting others, technological issues, the organization of remote services, usability and suitability of services, affinity of the health professional with the provision of remote services, and the safety and security of remote services.ConclusionsWhile remote services are accessible, support our well-being and mental health and protect us against the coronavirus, our findings also show that face-to-face contact was often indispensable when adopting mental health services. Therefore, the design of future mental health services should include both remote and face-to-face delivery. Further research should be done on blended approaches and on ways in which the challenges and development needs which emerged from this study can be tackled to improve remote mental health services.

Exploring the Impact of Emojis on Paralanguage in Social Media Communication among University Students

This research investigated the evolving role of emojis in shaping paralanguage within social media communication, with a particular focus on how these visual symbols enhance linguistic and emotional expression. The study examined the nuanced ways in which emojis contribute to the overall tone, context, and meaning in written discourse, while also considering cultural and contextual variations in emoji usage among individuals from diverse linguistic backgrounds. Conducted with a sample of 55 Year-3 Bachelor of Education students at a university in Fiji, where English is a second language, the research employed a mixed methods approach to analyze data on the usage and perception of emojis in social media communication. This paper argues that emojis play a crucial role in conveying emotions, fostering engagement, and adding personality to messages, thereby augmenting textual communication with emotional nuance and clarity, leading to more empathetic and meaningful online interactions. The findings indicate that emojis are widely used across various communication channels, including text messages, comments, and direct messages, reflecting their versatility and widespread adoption. Respondents overwhelmingly perceive emojis as positive tools that enhance the effectiveness of digital communication by conveying emotions, fostering engagement, and adding personality to messages. The study also highlights the significant role emojis play in nonverbal communication, particularly in expressing emotions that may be difficult to articulate through text alone. By providing emotional nuance, clarity, and depth, emojis contribute to more empathetic and meaningful interactions in online spaces. Overall, this research provides valuable insights into the dynamic interplay between emojis and paralanguage in contemporary digital communication, signifying the importance of these symbols in enriching text-based exchanges and fostering more engaging and emotionally resonant social media interactions.

Inspiring Through Interaction: The Impact of Teachers' Verbal and Non-Verbal Communication in EFL Classes

Effective verbal communication, including clear explanations and constructive feedback, ensures that students comprehend the material and feel supported. Nonverbal communication, such as gestures, facial expressions, and eye contact, significantly contributes to sustaining student engagement and motivation. This research examines teachers' various verbal and nonverbal communication techniques in English as a Foreign Language (EFL) classes and explores their impact on student motivation. The study involved two teachers and 57 students from senior high schools in Indonesia, employing a phenomenological qualitative approach. Data collection methods included observation checklists, interviews, and questionnaires. The analysis revealed that teachers utilized seven distinct verbal communication methods—lecturing, questioning, giving directions, providing praise and encouragement, and offering feedback—and seven nonverbal methods, including eye contact, hand movements, physical proximity, facial expressions, physical appearance, and chronemics (the strategic use of time). Among these, students rated suggestions, praise, and encouragement as the most motivating verbal interactions, while eye contact emerged as the most influential nonverbal factor. These findings underscore the need for targeted teacher training in these communication strategies to foster a more engaging and motivating learning environment, thereby enhancing student learning outcomes in Indonesian EFL contexts.

Robotic Arm Perception: An Eyetracking Study Exploring Causal Relations and Perceived Trust

With the increased integration of robots into industrial, service, and educational spaces, it is imperative to understand factors that influence human-robot interactions. While the existing literature has explored human perception of robot-produced verbal communication, there is a notable gap in understanding how adults process robot-produced nonverbal communication. Current research focuses on subjective measures of the individual’s perception of robots during interactions, but often fails to have objective measures or control groups in their designs which limits the conclusions that can be made. In this study, we aim to implement a design that allows for the comparison of robot and human nonverbal communication understanding and perceiving through both objective eye-tracking measures and subjective survey measures. This design should prove useful to gain insights into how people understand information provided by robots and humans when watching their nonverbal gestures, and their perceptions of the agents after their interactions.

A Louder Call for the Integration of Multiple Nonverbal Channels in the Study of Affect.

Affective science has increasingly sought to represent emotional experiences multimodally, measuring affect through a combination of self-report ratings, linguistic output, physiological measures, and/or nonverbal expressions. However, despite widespread recognition that non-facial nonverbal cues are an important facet of expressive behavior, measures of nonverbal expressions commonly focus solely on facial movements. This Commentary represents a call for affective scientists to integrate a larger range of nonverbal cues-including gestures, postures, and vocal cues-alongside facial cues in efforts to represent the experience of emotion and its communication. Using the measurement and analysis of vocal cues as an illustrative case, the Commentary considers challenges, potential solutions, and the theoretical and translational significance of working to integrate multiple nonverbal channels in the study of affect.

Verbal and non-verbal communication patterns of persuasive selling among live online sellers

Verbal and non-verbal communication patterns of persuasive selling among live online sellers

Sound pressure level in the speech signal due to the use of a mask or face shield

Introduction: the use of masks and face shields became widespread during the COVID-19 pandemic, but their impact on vocal health, especially in those who use their voice as a work tool, is not yet fully studied. This study investigates the effect of different types of masks and face shields on the sound pressure level of the voice, with special attention to the risk of developing vocal pathologies.Methods: voice recordings were made of 18 participants (11 women and 7 men) in an audiometric booth, measuring the equivalent continuous sound pressure level (Leq) with a sound level meter. The results obtained with different types of masks (surgical, KN95, with transparent window) and a face shield were compared.Results: no significant differences were found in Leq between the groups with and without protective elements. However, it was observed that women tend to increase the intensity of their voice when wearing masks or face shields, which could lead to greater vocal effort and a potential risk of developing long-term vocal pathologies.Conclusions: Although the use of masks and face shields is necessary in certain contexts, it is important to consider the possible consequences for vocal health, especially in women. The use of non-verbal language is recommended to complement communication and avoid combining KN95 masks with face shields when not strictly necessary.

Perceptions, barriers, and facilitators of cannabis screening during pregnancy and labor: A qualitative study

BackgroundCannabis is the most commonly used federally illicit substance during pregnancy. Yet, little is known about women’s lived experiences of being screened for cannabis use during pregnancy. ObjectiveTo explore perceptions of cannabis use during pregnancy and childbirth, including experiences of being screened for cannabis use during the intrapartum period. MethodsWe conducted a phenomenological qualitative study using semi-structured, online interviews with 16 English-speaking women who gave birth at a U.S. hospital within the past three months. After transcription of interview recordings, two coders analyzed data using inductive thematic analysis. We also generated descriptive statistics for sociodemographic characteristics and cannabis use behaviors. FindingsMost participants were 25–34 years of age (75 %, n=12), Black (75.00 %. n=12), and had less than a bachelor’s degree (68.75 %, n=14). Participants reported low-risk perceptions of cannabis use during pregnancy and often used cannabis to alleviate mental health conditions and pain during pregnancy and childbirth. Women reported mixed perceptions of harm, using cannabis as a medicine and because they were addicted, being fearful of disclosing cannabis use due to potential involvement of child welfare and protective services, and perceiving negative provider communication a barrier to disclosing cannabis use. ConclusionsFindings underscore the importance of patient education about adverse maternal and neonatal health outcomes of prenatal cannabis use, regardless of whether disclosure occurs. To facilitate disclosure of use, close attention should be paid to verbal and non-verbal communication when screening and counseling women during pregnancy and childbirth. Additional studies are needed to further examine patient-provider cannabis-related communication, with a focus on identifying discriminatory behaviors and practices resulting in health inequities.

Smile variation leaks personality and increases the accuracy of interpersonal judgments.

People ubiquitously smile during brief interactions and first encounters, and when posing for photos used for virtual dating, social networking, and professional profiles. Yet not all smiles are the same: subtle individual differences emerge in how people display this nonverbal facial expression. We hypothesized that idiosyncrasies in people's smiles can reveal aspects of their personality and guide the personality judgments made by observers, thus enabling a smiling face to serve as a valuable tool in making more precise inferences about an individual's personality. Study 1 (N = 303) supported the hypothesis that smile variation reveals personality, and identified the facial-muscle activations responsible for this leakage. Study 2 (N = 987) found that observers use the subtle distinctions in smiles to guide their personality judgments, consequently forming slightly more accurate judgments of smiling faces than neutral ones. Smiles thus encode traces of personality traits, which perceivers utilize as valid cues of those traits.

VAEnvGen: A Real-Time Virtual Agent Environment Generation System Based on Large Language Models

Environment plays an important role in non-verbal communication for human-virtual agent interaction. Existing research explores the influence of an agent’s appearance and attributes to enhance human-virtual agent communication. However, there is no common practice for dynamically adjusting the surrounding environments of the virtual agent. In this paper, we introduce a real-time virtual agent environment generation system (VAEnvGen), which contributes to the field by enhancing users’ content perception and improving task performance through dynamic environment adjustment. The system dynamically analyzes both the appropriate communication environment and filters the key information according to the current context. Leveraging Large Language Models, it generates a pseudo-3D background space to create an engaging atmosphere and a dynamic foreground content space for vivid key information display, thereby significantly enhancing content perception. For widespread adoption and flexibility, VAEnvGen is developed as a web application. We further evaluate the impact of VAEnvGen on content perception, user attention, and subjective satisfaction through a mixed-design user study with 50 participants. Quantitative and qualitative results reveal significant improvements in content perception, task completion time, and user satisfaction when using VAEnvGen. The system effectively redistributes user attention from subtitles and the virtual agent itself to the dynamically generated background and key foreground information, leading to a more immersive and less fatiguing user experience.

Analysing educational dialogue around shared artefacts in technology-mediated contexts: a new coding framework

ABSTRACT Multimodal interactions that incorporate technology use can support rich new forms of educational dialogue that highlight differences between participants’ perspectives and make reasoning processes more explicit. Learning with technology is mediated by digitally represented knowledge artefacts that participants construct together and manipulate through dialogue. However, there is a need for research into the methods by which researchers and practitioners can understand the learning taking place in such complex environments where verbal and nonverbal interactions with technology are inter-connected and entangled with activities and material learning resources. This paper addresses that need. It offers a critical discussion of the underlying theory and presents a new 13-category coding scheme, ‘Tech-SEDA’. This is the first public version of a systematic, research-informed and practical tool for analysing verbal and nonverbal dialogic communication at the micro- or meso- level across diverse educational settings. Application is illustrated with examples of dialogic interaction across diverse technology contexts by learners located in classrooms or remotely – including online discussions, 3-dimensional modelling in augmented reality, software apps on tablets, Knowledge Forum, Scratch programming, interactive whiteboards, and more. The paper considers the methodological issues arising in capturing dynamic multimodal dialogue and in identifying the learning taking place.

Developmental and epileptic encephalopathy 33 caused by EEF1A2 gene mutation: a case report

A boy, aged 7 months, presented with severe global developmental delay (GDD), refractory epilepsy, hypotonia, nystagmus, ocular hypertelorism, a broad nasal bridge, everted upper lip, a high palatal arch, and cryptorchidism. Genetic testing revealed a de novo heterozygous missense mutation of c.364G>A(p.E122K) in the EEF1A2 gene, and finally the boy was diagnosed with autosomal dominant developmental and epileptic encephalopathy 33 caused by the EEF1A2 gene mutation. This case report suggests that for children with unexplained infancy-onset severe to profound GDD/intellectual disability and refractory epilepsy, genetic testing for EEF1A2 gene mutations should be considered. This is particularly important for those exhibiting hypotonia, nonverbal communication, and craniofacial deformities, to facilitate a confirmed diagnosis.

Happy facial emotional congruence in patients with relapsing-remitting multiple sclerosis

ABSTRACT Background Emotion categorization has often been studied in the relapsing-remitting form of multiple sclerosis (RR-MS), suggesting an impairment in the recognition of emotions. The production of facial emotional expressions in RR-MS has not been considered, despite their importance in non-verbal communication. Method Twenty-five RR-MS patients and twenty-five matched controls completed a task of emotional categorization during which their faces were filmed. The stimuli were dynamic (sound or visual), expressed by adults (women or men), and expressing happy (laughing or smiling) or negative emotion. Two independent blinded raters quantified the happy facial expressions produced. The categorization task was used as a proxy for emotional categorization, while the happy facial expressions produced assessed the production of emotions. Results The main analysis indicated impaired categorization of RR-MS for happy stimuli selectively, whereas their happy facial expressions were not statistically different from those of the control group. More specifically, this group effect was found for smiles (and not laughter) and for happy stimuli produced by men. Analysis of individual patient profiles suggested that 77% of patients with impaired judgments produced normal facial expressions, suggesting a high prevalence of this dissociation. Only 8% of our samples showed reverse dissociation, with happy facial expressions significantly different from those of the control group and normal emotional judgments. Conclusion These results corroborated the high prevalence of emotional categorization impairment in RR-MS but not for negative stimuli, which can probably be explained by the methodological specificities of the present work. The unusual impairment found for happy stimuli (for both emotional categorization and facial congruence) may be linked to the intensity of the perceived happy expressions but not to the emotional valence. Our results also indicated a mainly preserved production of facial emotions, which may be used in the future sociocognitive care of RR-MS patients with impaired emotional judgments.

A BRIDGE BETWEEN WORLDS: COMMUNICATION BETWEEN PARENTS AND A DEAF CHILD

With the birth of a child, parents are also born. Parents and children develop, grow, learn and make mistakes together. There is no manual to indicate whether parents are making mistakes in raising another being, nor is there a reward when they do something well. It is a subjective assessment of how good a parent someone is, mistakes in upbringing are often overlooked or it turns out that situations that seemed wrong and unsuccessful resulted in a positive outcome. Questioning the correctness of raising one's own child is a daily routine for parents. However, what happens when hearing parents have a hearing-impaired child? How do they adapt, with the added pressure of how to deal with the new situation and how to raise a child who will understand them and who they will fully understand? Of course, there are differences in raising a deaf child depending on the fact if parents are hearing or deaf, but both are guided by their natural instincts in order to achieve the best possible communication with their own child. According to one definition, communication is the ability to share values, beliefs and feelings. We can communicate verbally and non-verbally. Verbal communication refers to speech, and non-verbal communication refers to visual interaction. The aim of this research was to examine the hearing parents of hearing-impaired children about the challenges they face the most when it comes to communication with their own children and how they solve the issues. The research results showed that hearing parents of deaf children communicate with the child at an early age. However, with all the efforts they make while their child grows up, there is one significant part of the child’s personality that won’t develop properly due to missing verbal communication. For the same reason, there is a distance in mutual communication that cannot be overcome even with the unconditional love they provide. From all of the above, the conclusion emerges that it is necessary to work on the education of hearing parents of deaf children with adequate forms of communication.

PENGELOLAAN E- LAYANAN KONSELING DALAM PENINGKATAN DISIPLIN PESERTA DIDIK BERBASIS WHATSAPP

Counseling services are less effective in conveying relevant and useful information to students, as well as the use of media is not optimal and there is a lack of time in providing counseling services to improve student discipline. Electronic counseling is an alternative that is relevant to technological developments and the needs of today's modern students. However, it is necessary to manage WhatsApp-based e-counseling services to improve student discipline at SMAN 4 Banda Aceh. The aim of this research is to determine the planning, implementation and obstacles to WhatsApp-based e-counseling services in improving student discipline. This research uses a descriptive qualitative approach. The research subjects were guidance and counseling teachers, homeroom teachers, and students. Data collection techniques use observation, interviews and documentation, then the data is analyzed through triangulation techniques. The results of this research show that planning WhatsApp-based e-counseling services was carried out through stages: 1) survey of student needs and interests; 2) communication with parents and homeroom teachers 3) formation of several Whatsapp groups; 4) distribution of tasks to guidance and counseling teachers; 5) and long term planning. The implementation of WhatsApp-based e-counseling services is carried out in stages: 1) Analysis of student needs via the assessment questionnaire link; 2) introduction of WhatsApp-based counseling materials to parents and students; 3) individual counseling and group counseling via WhatsApp; 4) follow-up to students who have not changed; 5) collaboration with parents and homeroom teachers to resolve cases. Obstacles in managing WhatsApp-based e-counseling services include: 1) students are late in filling out assessment questionnaires via the website; 2) misuse of WhatsApp; 3) technological limitations; 4) lack of non-verbal communication between counselors and students

An Investigation Into the Orthoptist Experience of Instilling Eye Drops in Children Attending the Eye Clinic.

Eye drops instillation in children is a fundamental part of accurately examining a child's eyes. Unfortunately eye drops can be a distressing experience for children, parents/guardians and orthoptists. The purpose of this research is to focus on the experiences of orthoptists and delve deeper into their views and explore if improvements can be made. This was a Qualitative study involving semi-structured interviews with 8 registered and currently practicing orthoptists in the UK. The interviews were undertaken online via Microsoft TEAMS. Thematic analysis was carried out for the purposes of data analysis. 3 major themes were identified (1) how orthoptist frame instilling eye drops, (2) techniques to address challenges, and (3) improvements to eye drops instillation process. Orthoptists were aware that instilling eye drops in children brought specific challenges such as distress and resistance; however they saw it as an essential part of their job. Orthoptists understood their role within a wider team which delivered eye care to children effectively and that there was a division of they believed that. Orthoptists were aware that the eye drops may cause some distress, however this did not affect compliance with treatment such as wearing glasses and/or a patch. Orthoptists believed verbal and non-verbal communication with the child was essential. Help was sought from parents or colleagues for physical restraint if required. Orthoptists suggested adapting to children with additional needs and giving out eye drops to parents/carers to instill at home if dilation in the eye clinic became difficult. They suggested improvements such as assistance from play specialists, developing a pre-procedural information video, practise as a student, the study of the medical exemptions module and the potential of using eye sprays instead of eye drops. The study reiterates the importance of verbal and non-verbal communication. The results may facilitate recommendations for change such as encouraging the study of medical exemptions and help support a case for play specialist support regularly, and the encouragement to develop a pre-procedural information video to improve quality of care. This is currently inconsistent across different Trusts in the UK. The study could result in improvements to current practise and influence other fields of medicine such as blood tests and MRI scans in children. The study also recommends further studies to investigate the parental perspective of instillation of eye drops in their child's eyes when they attend the eye clinic.

Teachers’ Nonverbal Cues in EFL Classrooms: Analyzing the Impact of Movement on Student Engagement and Comprehension

The aim of this study examine the effects of teacher movements as a nonverbal communication strategy on student engagement and learning outcomes. The research, conducted at MIN 1 Sinjai, used a qualitative approach that included semi-structured interviews and structured observations to investigate how students perceive the efficacy of their teachers' nonverbal cues, especially in terms of teacher gestures in the classroom. Findings showed that teacher mobility significantly improved attention, participation, and overall classroom dynamics. According to this study, creating a more dynamic and engaging learning environment can be achieved by applying nonverbal communication techniques such as deliberate classroom gestures. Concerning improving teaching methods in the EFL classroom, this observation has useful implications and broadens our understanding of nonverbal communication in educational settings.

Differences in Language Communication Between Chinese and American Cultures

With globalization advancing, intercultural communication has become frequent, making language crucial for cultural exchange. As influential countries, China and the United States exhibit significant cultural differences in their communication styles. Chinese culture values politeness and subtlety, often favoring indirect expression, while American culture emphasizes direct and clear communication. These differences extend to non-verbal communication as well. Understanding and respecting these differences is essential for enhancing cooperation in politics, economy, and education. This paper explores the main differences in language communication between Chinese and American cultures, analyzes the misunderstandings and conflicts these differences cause, and proposes improvement strategies. The goal is to provide insights for intercultural communication, education, and training to cultivate global talents and foster a harmonious international environment. The paper is divided into five parts: the first introduces the relationship between language and culture and the cultural backgrounds of China and the United States; the second analyzes cultural differences in language communication; the third explores misunderstandings and conflicts; the fourth proposes strategies for improving intercultural communication; and the fifth summarizes the findings and suggests future research directions.