Perceptions Of Social Presence Research Articles

Smartphone withdrawal creates stress: A moderated mediation model of nomophobia, social threat, and phone withdrawal context

A growing body of literature demonstrates that smartphone use can become problematic when individuals develop a technology dependency such that fear can result. This fear is often referred to as Nomophobia, denoting the fear of not being able to use one's phone. While the literature (especially on technostress and problematic smartphone use) has shed ample light on the question of which factors contribute to the development of Nomophobia, it remains less clear how, why, and under what conditions Nomophobia, in turn, results in negative consequences, especially stress. Drawing on the demand-control-person model, this study develops a novel research model indicating that Nomophobia impacts stress through the perception of a social threat and that this indirect effect depends on the context of a phone withdrawal situation. Data collected from 270 smartphone users and analyzed using multi-group path analysis supported our model. The results showed that the proposed indirect effect is non-significant only when situational certainty and controllability come together, that is, when people know for how long they will not be able to use their phones and when they have control over the situation. Managers can help their nomophobic employees by instilling in them trust and perceptions of social presence while also giving them more control over their smartphone use during meetings.

Exploring the effects of a non-interactive talking avatar on social presence, credibility, trust, and patronage intention in an e-commerce website

While prior research has examined the effects of interactive e-commerce avatars that simulate the roles of virtual assistants and recommender agents, there is lack of empirical study that investigates the effects of non-interactive talking avatars in e-commerce. This is unfortunate, as many websites today utilize non-interactive talking avatars that provide one-way dialogue in the forms of greetings, introduction of the company, and description of products and services offered. To bridge this gap, our study aims to investigate the effects of non-interactive talking avatar on perceptions of social presence, credibility, website trust, and patronage intention in an online store. Comparing between the experimental (website with avatar) and control (website without avatar) conditions, the experimental results showed that perceived social presence was significantly enhanced by the presence of the non-interactive talking avatar. Furthermore, the presence of the avatar had positive effects on website trust and patronage intention among male participants; but had negative effects on perceptions of information credibility and website patronage intention among females. Analysis based on participants’ comments suggests that females were more critical towards certain shortcomings of the non-interactive talking avatar; citing limited interactivity and artificial dialogue from text-to-speech engine. Additionally, the comment analysis suggests that females preferred processing textual over auditory information (as spoken by the avatar) about the products in the online store. Theoretical and managerial implications related to non-interactive talking avatars are discussed in this paper.

Location and Modality Effects in Online Dating: Rich Modality Profile and Location-Based Information Cues Increase Social Presence, While Moderating the Impact of Uncertainty Reduction Strategy

This study investigates how different interface modality features of online dating sites, such as location awareness cues and modality of profiles, affect the sense of social presence of a prospective date. We also examined how various user behaviors aimed at reducing uncertainty about online interactions affect social presence perceptions and are affected by the user interface features. Male users felt a greater sense of social presence when exposed to both location and accessibility cues (geographical proximity) and a richer medium (video profiles). Viewing a richer medium significantly increased the sense of social presence among female participants whereas location-based information sharing features did not directly affect their social presence perception. Augmented social presence, as a mediator, contributed to users' greater intention to meet potential dating partners in a face-to-face setting and to buy paid memberships on online dating sites.

Student Perceptions of the Use of Multimedia for Online Course Communication

A great deal of research exists in the use of multimedia communications in online classrooms as a means of furthering student engagement. However, little research exists that examines the perceptions of students when such technologies are used. Additionally, it is unclear that students are likely to engage in the use of such technologies when available. This research explores the perceptions of 69 students taking both online and hybrid undergraduate project management courses. Specifically, the study seeks to explore how students experienced the use of multimedia by their instructor and classmates in both online announcements and discussions, as well as whether these same students used or would be likely to use multimedia for similar communications. Finally, student perceptions of social presence, the degree to which one is perceived as a real person in computer-mediated communication (Gunawardena, 1995), are examined. The results of the study indicate that while students overwhelming enjoy the instructor’s use of multimedia communication, they are unlikely to engage in using these technologies themselves. A discussion of these results and recommendations for further research complete this paper.

Cognitive factors that lead people to comply with spam email

ABSTRACTBecause of the annoyance and productivity loss associated with spam email, significant resources are devoted to detect and block it. Despite these deterrents, people receive and respond to spam email in sufficient numbers to support the continuing efforts of spammers. It is surprising given this situation that little is known about the cognitive processes that message receivers apply to evaluate spam email, although such knowledge could be useful in mitigating some of its worst aspects. We address this research gap by investigating three cognitive factors that are hypothesized to motivate individuals to comply with message requests. We find receivers’ perceptions of social presence and trust regarding the message sender and, to a lesser extent, receivers’ benefit goals explain over half of the variance in their intention to comply with a message request. In addition, receivers’ identification of the message sender as having strong interpersonal ties predicts their perception of trust and benefit goals related to the message, and we find that effects of strong interpersonal ties on receivers’ intention to comply with the message request are entirely mediated by the three cognitive factors we studied. Overall, the findings indicate that receivers who read spam email evaluate messages based on diverse criteria that vary substantially based on strength of their perceived interpersonal ties with the message sender.

Antecedents and Consequences of Consumer Engagement in Social Media

This study investigates perceived social presence, perceived interactivity, perceived enjoyment, and perceived trust as antecedents of consumer engagement. We measured the attitudinal and behavioral brand loyalty as consequences of consumer engagement in social media. Our findings suggest that perceptions of social presence, enjoyment, and trust are significantly related to consumer engagement. Conversely, perceived interactivity has no positive influence on consumer engagement. In addition, consumer engagement is found to have a significant impact on both attitudinal and behavioral brand loyalty. The study revealed that, in the modified model, covariance paths among the proposed antecedents of consumer engagement (namely the perceived social presence, interactivity, enjoyment, and trust) are statistically significant. In this paper, we also discuss limitations of the study and future research.

The impact of transactive memory system and interaction platform in collaborative knowledge construction on social presence and self-regulation

ABSTRACTThe purpose of this study is to examine the impacts of transactive memory system (TMS) and interaction platforms in computer-supported collaborative learning (CSCL) on social presence perceptions and self-regulation skills of learners. Within the scope of the study, social presence perceptions and self-regulation skills of students in collaborative groups constructing knowledge in wiki, blog, podcast and Facebook platforms in CSCL processes were compared. The study is designed as a pretest and post-test control group study and was carried out with 97 university students. Social presence and self-regulation scales were administered as pretest in the study. At the end of process, social presence, self-regulation, transactive memory scales and semi-structured student opinion forms were administered as post-test. When the findings were examined, it was seen that interaction platforms and the TMS level of the group did not have a significant impact on social presence perception individually; yet common impact of these two variables was significant. When the impact of interaction platforms and the TMS on self-regulation skills was examined, it was found that whilst interaction platforms had a significant impact, the TMS alone and interaction platforms–TMS common impact were not significant.

Investigating Teaching, Social and Cognitive Presence of Students in Synchronous Online Environments

In this study it is aimed to define the teaching, social and cognitive presence perceptions Community of Inquiry Components (CoI) students in simultaneous online learning environments. During the practically continuing 14 weeks, courses were presented over Adobe Connect web conferencing system. In the research analyzes were performed by using the quantitative data that was collected properly for cross-sectional survey model. The participants of research consist of 40 students who are 4th grade students at Computer and Instructional Technologies Department, Distance Learning Program. According to research results; at online teaching held simultaneously; the average of materials intended for teaching presence perception (X=3.14), the average of materials intended for cognitive presence perception (X=3.03) and the average of materials intended for social presence perception(X=3.01) all three were generally higher than the midpoint and all were resulted as Agree. When the relationship level among presences is examined, on one hand a meaningful relationship at medium level occurs between cognitive-social presences and cognitive-teaching presences on the other hand a meaningful relationship at medium level occurs between social and teaching presences. In this context, it is considered that the results obtained in this study can contribute to online learning environment designers for learning environments and activities which will be prepared by considering individuals in the learning environment and communication environment.

Increasing Social Presence in Online Learning through Small Group Discussions

Social presence is a difficult to achieve, but an imperative component of online learning. In this study, we investigated the effect of group size on students' perceptions of social presence in two graduate-level online courses, comparing small group versus whole class discussions. Our results indicated that when in small group discussions, students perceived a higher level of social presence in terms of sociability, t(32) = 3.507, p = .001; social space, t(29) = 3.074, p = .005; and group cohesion, t(32) = 3.550, p = .001. We discuss how placing students in small and permanent discussion groups can augment social presence. Designers and educators of online learning can strategically modify group size to promote social presence in asynchronous online discussions.

Analysis of Social Presence, Cognitive Presence, Teaching Presence in the Mobile vs. Blended Educational Community of Inquiry

In this paper, the author analyzed how students perceived social presence, cognitive presence, and teaching presence when they experienced collaborative interactions in either through Kakao Talk-only or Kakao Talk + face-to-face. The study utilized the 'educational community of inquiry' framework to analyze the quality of students' collaborative interactions. The data were collected from 107 university students who were enrolled in the 'Educational Evaluation' course. Two-independent Samples T-test was utilized to compare the two groups' perceptions of social presence, cognitive presence, and teaching presence. The results show that students perceived higher-levels of social presence and cognitive presence when they participated in the blended educational community of inquiry through Kakao Talk and face-to-face interactions. However, the perception of teaching presence has no statistical differences between the two groups.

Student perceptions of group experience in online RN-to-BSN research course

Objective: The overall aim of this pilot study was to explore students’ perception of teaching, social, cognitive and learner presence within an RN to BSN asynchronous online nursing research course. Methods: This descriptive correlational study used an online survey. Students’ perceptions of learning effectiveness regarding group size and class size were assessed with the Revised Community of Inquiry (RCOI), which measures the dimensions of Teaching Presence (TP), Social Presence (SP), Cognitive Presence (CP), and Learner Presence (LP). Results: Among the total of 121 enrolled RN to BSN students, 67 students participated in this study (response rate of 55.4%). The findings of ANOVA indicated no statistical differences (p > 0.05) in learning effectiveness among the different group sizes. However, groups with 5 members showed the highest scores of RCOI total (M=149.5), TP (M=36.82), SP (M=35.25), and CP (35.57). In contrast, groups with 3 members showed the lowest scores of RCOI total (M=137.19), TP (M=33.21), and CP (M=32.32). Additionally, the findings of t-tests indicated no statistical differences ( p > .05) in learning effectiveness between the different group sizes. Conclusions: The findings of the current study imply that learning effectiveness was not associated with group sizes or class sizes. However, the findings suggest that the use of group collaboration promotes teaching, social, cognitive, and learner presence.

The Influence of Social Presence, Social Exchange and Feedback Features on SNS Continuous Use

Social network sites (SNS) are venues for information sharing that provide a variety of communication features capable of stirring emotions, attitudes and beliefs. This paper highlights the role of SNS feedback features and the meanings they communicate to their users, as design elements capable of enhancing the SNS experience. Based on the theories of Social Presence and Social Exchange, the study suggests and empirically validates a research model where Feedback, Perceived Social Presence, Attitude, Enjoyment and Perceived Usefulness are hypothesized to explain intentions to continue to use an SNS. The results of an online survey of 262 Facebook users found that feedback features were central SNS components that influenced perceptions of social presence and enjoyment, which in turn, along with attitude and perceived usefulness, influenced intentions to continue using Facebook, explaining 55% of its variance. The theoretical and practical implications of these results are discussed.

The impact of reflective thinking activities in e-learning: A critical review of the empirical research

The purpose of this study is to reveal the impact of e-learning environments supported with reflective thinking activities on students’ academic success, social presence perception and on their motivation. Experimental design with pretest-posttest control group was used in the study. Three different learning environment were compared within the scope of the study. Students in Study Group I completed the experimental process using the podcasts supported with reflective thinking activities whilst students in Study Group II completed the process using podcasts which were not supported with reflective thinking activities and students in Study Group III completed the experimental process using web-based videos. The study was carried out for 6 weeks on 103 students studying in a distance education programme of a university. Both qualitative and quantitative data collection techniques were used; and the data was collected using achievement test, social presence perception scale, Instructional Materials Motivation Survey and student opinion identification form. The results of the study revealed that use of podcasts supported with reflective activities were more efficient in ensuring post-test success and motivation, compared to others. In terms of social presence perception, on the other hand, there was no significant difference between study groups. Based on the results of qualitative data analysis, recommendations were made on how to use reflective thinking activities in e-learning environment designs and on how to utilize podcast technology.

Online Instructor Perceptions of Social Presence and Educational use of Social Media

This study examined active online university instructors’ perceptions of social presence in a learning management system (LMS), use of social media tools, and willingness to use social media tools outside of an LMS to increase social presence. Data were collected via an anonymous electronic survey. Results indicated instructors perceived a high level of social presence in an LMS, but there were specific limitations. Subscription to multiple social media tools was common, but use of these tools for social communications with students or other instructors was rare. Instructors expressed a willingness to try social media tools outside an LMS to increase social presence. There is a continued and increasing demand for “virtual” education. While distance-provided curriculum, efficacy of online education delivery platforms and students’ characteristics, preferences, and learning styles are all studied, examination of the perceptions of faculty who facilitate learning in a distance format is limited. To achieve success in the cyberspace of education, understanding the behaviors and attitudes of instructors who lead the day-to-day operations of course facilitation are paramount to sustainability.

Assignments 2.0: The role of social presence and computer attitudes in student preferences for online versus offline marking

This study provided the first empirical and direct comparison of preferences for online versus offline assignment marking in higher education. University students (N=140) reported their attitudes towards assignment marking and feedback both online and offline, perceptions of social presence in each modality, and attitudes towards computers. The students also ranked their preferences for receiving feedback in terms of three binary characteristics: modality (online or offline), valence (positive or negative), and scope of feedback (general or specific). Although attitudes towards online and offline marking did not significantly differ, positive attitudes towards one modality were strongly correlated with negative attitudes towards the other modality. Greater perceptions of social presence within a modality were associated with more positive attitudes towards that modality. Binary characteristics were roughly equally weighted. Findings suggest that the online feedback modality will most effectively maximise student engagement if online assignment marking and feedback tools facilitate perceptions of social presence.

Student’s Perceptions of Social Presence in an On-Line Course Using Student Presentation Software

On-line education offers flexibility for today’s learner; however, they may perceive a lack of presence and engagement in this environment. Using the Community of Inquiry Model (COI) comprised of teacher, cognitive, and social presence, the authors examined perceptions of social presence among nursing students enrolled in five on-line courses. They also explored whether the use of oral/video software as a teaching strategy enhanced social presence. A SocialPresence Scale developed by Gunawardena and adapted by Cobb was used to survey students. Findings revealed a significant relationship between social presence and instructor satisfaction; and the number of different interactive teaching techniques employed by the instructor, such as introductions with texts and pictures. The use of oral/video software, YouSeeYou®, was also noted to foster social presence among the respondents. As the components of the COI Model are interdependent, it was found that all three are needed to support student learning goals.

A Taxonomy of Social Networking Site Users: Social Surveillance and Self‐surveillance Perspective

ABSTRACTSince social networking sites (SNS) are widely used in modern society, users increasingly use SNS to manage or maintain their existing social relationships and form new ones. This research applies social surveillance and self‐surveillance to classify SNS user types and explores each type's effect on SNS’ marketing performances. Three hundred three online questionnaires are collected to test the research questions. The results of cluster analysis and multivariate analysis of variance (MANOVA) reveal the following four user types based on the different degrees of social surveillance and self‐surveillance:versatile users,self‐expression users,pass‐along users, andintrovert users. Further, the introvert users have the least impact on product‐related information sharing, perception of social presence, purchase intention toward offers on SNS, and emotional experiences in social shopping among the four SNS user types.

Mechanizing People and Pedagogy: Establishing Social Presence in the Online Classroom

This research addresses the affordances of using Voki avatars to create a sense of social presence in an asynchronous online writing classroom setting. Digital media afford online educators the opportunity to harness different technologies and new ways of being in a digital classroom that can enhance student engagement in ways similar to yet unlike face-to-face instruction, but this current research questions the effectiveness of these technologies. Original data was obtained from forty students in an online writing course who responded to open-ended questions about their perception of social presence. This study reiterates the importance of establishing social presence in an online course, but suggests students may find specific Web 2.0 technology less effective than other pedagogical methods.

Mechanizing People and Pedagogy: Establishing Social Presence in the Online Classroom

This research addresses the affordances of using Voki avatars to create a sense of social presence in an asynchronous online writing classroom setting. Digital media afford online educators the opportunity to harness different technologies and new ways of being in a digital classroom that can enhance student engagement in ways similar to yet unlike face-to-face instruction, but this current research questions the effectiveness of these technologies. Original data was obtained from forty students in an online writing course who responded to open-ended questions about their perception of social presence. This study reiterates the importance of establishing social presence in an online course, but suggests students may find specific Web 2.0 technology less effective than other pedagogical methods.

Students' Perceptions of Teaching and Social Presence

Online learning has grown dramatically over the past few years and has become an integral part of most of the higher education institutions' overall strategy. While this explosive growth has created exciting opportunities for both institutions and students, high dropout rates in online learning environments continues to be a major concern for all institutions. Research has identified lack of social and teacher presence in online courses as major factors leading to student attrition. While it is easy to establish these presences in traditional classrooms, developing them in an online environment could be challenging due to absence of any face-to-face contact. The purpose of this preliminary study is to compare students' perceptions of social and teacher presences in online and traditional classroom. Thirty-four students enrolled in an online section and 29 students enrolled in a face-to-face section of an undergraduate course participated in the study. The results indicate that students' perceived stronger teacher and social presences in the online section compared to the face-to-face section. Implications of these results for practice and research are discussed.