Technology-mediated Communication Research Articles

The Role of Gesture in Multimodal Communication

Purpose: The general objective of the study was to examine the role of gesture in multimodal communication.
 Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
 Findings: The findings reveal that there exists a contextual and methodological gap relating to the role of gesture in multimodal communication. Preliminary empirical review revealed that that gestures play a crucial role in multimodal communication, serving as more than mere supplements to verbal discourse. Through theoretical frameworks like social semiotics and empirical research across various contexts, it was found that gestures enhance comprehension, memory retention, and social interactions. The findings emphasized the importance of recognizing and leveraging gestures in communication, urging educators, communicators, and policymakers to develop strategies that harness the full potential of multimodal communication for fostering understanding and connection in diverse settings.
 Unique Contribution to Theory, Practice and Policy: The Cognitive Load theory, Symbolic Interactionism and Social Semiotics model may be used to anchor future studies on the role of gestures in multimodal communication. The study recommended integrating gesture theories within existing communication frameworks, enriching theoretical discourse and offering new perspectives on multimodal communication dynamics. Practically, it advocated for incorporating gesture-based interventions in education and professional settings to enhance communication effectiveness and build rapport. At the policy level, it called for the integration of multimodal communication strategies into educational curricula and workplace training programs to support inclusive and effective communication practices. The study also suggested further research into the cognitive mechanisms of gesture production and comprehension, alongside the development of technology-mediated communication tools and guidelines for inclusive communication practices. Additionally, it proposed interdisciplinary collaborations to advance understanding of multimodal communication processes and drive innovation in the field.

Police relationships and engagement with rural citizens: perspectives of front-line police in the United Kingdom, Australia, and France

PurposeThis article examines challenges and strategies related to police relationships and engagement with rural communities in England and Wales, Australia and France. It aims to bridge a gap in knowledge around how police balance public demands with organisational and contextual constraints, exploring the role of communication technology in overcoming geographical and cultural barriers in rural policing.Design/methodology/approachThe research draws upon 121 semi-structured interviews conducted across three distinct jurisdictions. In the United Kingdom and Australia, interviews were conducted via Microsoft Teams, while face-to-face interviews were conducted in France. Participants were recruited through the purposive sampling of police working in rural areas. The data were thematically analysed using NVivo Software.FindingsRural communities have low expectations of policing services, a consequence of geography, organisational structures and limited resource allocation. Building relationships can be challenging owing to isolation and terrain, the need for officers to have local and cultural knowledge, and difficulties in recruiting officers in rural posts. Technology-mediated communication has played a part in the solutions (e.g. social media). However, this may not always be suitable owing to limited connectivity, citizen and police preferences for communication and engagement, and the institutional and cultural nuances surrounding the application of technology.Originality/valueThis article provides empirical insights into the attitudes and experiences of rural police officers, highlighting the distinctive policing context and engagement needs of rural communities. The research underscores the necessity for contextually aware engagement. It suggests that while technology-mediated communication offers some solutions to spatial challenges, its effectiveness may be limited by access, generational preferences and the adaptability of police institutions and cultures.

The Role of Technology-Mediated Feedback Pre- and Post-COVID-19: A Case Study of First-Year Communication Students

As universities welcome students who completed their secondary education during the disruptive period of the COVID-19 pandemic, it is timely to consider if their prior learning experiences influence receptiveness to technology-mediated communication. Australian Year 12 students struggled to stay motivated and connected with their learning during the pandemic, while also experiencing an increase in screen time of more than a day each week. Studies also indicate more secondary school students felt disengaged with online learning, likely due to the pandemic forcing them to learn online. This study explored commencing university student online activity and performance in a first-year course with technology-mediated communication in 2022 (n=118) and compared results with a similar pre-pandemic course in 2019 (n=192). Learning analytics data was used to create technology-mediated feedback based on student interaction with the course content and student learning experiences were evaluated. Course engagement data and a range of metrics were examined including the frequency of access to course information and assessment related content. Course performance data including final course grades and individual assessment results was also collected and examined. While an early outcome of research on post-pandemic technology-mediated communication, our findings suggest the 2022 student cohort were less receptive to technology-mediated feedback when compared to the pre-pandemic cohort.

Behavioral activation for family caregiver connectedness: Adaptation of an evidenced based intervention

Informal caregivers of older adults with chronic illness have unique barriers to social connection. As the older adult population increases, individualized interventions are urgently needed to address the social disconnection experienced across generations of informal caregivers. Adapting an evidenced-based intervention to target social connectedness and leverage technology-mediated communication may be a promising approach. This article describes the adaptation of the Brief Behavioral Activation Treatment for Depression-Revised intervention using elements of the Framework for Reporting Adaptations and Modifications-Enhanced. Facilitating the comprehensive documentation of modifications made, we discuss the (a) rationale for modifications, (b) timing and approach to modifications, (c) nature of context and content modifications, and (d) fidelity in modifications. The Behavioral Activation for Family Caregiver Connectedness intervention addresses unique barriers to caregiver social connection with individualized value-based plans. Modifications to content and delivery reflect the goal of improving intervention fit in the context of social connectedness experienced by informal caregivers.

Digital Bonds: Exploring the Impact of Computer-Mediated Communication on Parent–Educator Relationships in Early Childhood Education and Care

Despite advancements in the use of mobile technology in recent years, investigation of the technology designed for communication in parent–educator relationships in early education and its impact remains limited. This study investigated how computer-mediated communication could support parent–educator communication in the early childhood education and care (ECEC) sector. The participants selected were parent users (n = 140) at sites in Ontario, Canada, who had implemented a specified communication application; these participants were recruited by email, as identified within the organization’s database. Using a retrospective mixed-method design involving open- and close-ended and blended questions, an online survey consisting of 47 researcher-created questions was used to assess participants’ perspectives of changes in parent–educator communication. The quantitative and qualitative survey data were analyzed using paired sample sign tests and thematic analysis. Computer-mediated communication was found to have the potential to strengthen parent–educator communication practices, particularly when paired with face-to-face communication. The participants reported increased communication content regarding their children’s daily experiences, which positively influenced both parent–educator and parent–child relationships. To facilitate technology-mediated communication in childcare settings in the future, ongoing training and clear expectations for its use are recommended to support the effective application of technology within parent–educator communication practice.

Towards a comprehensive framework of social presence for online, hybrid, and blended learning

Social presence, which refers to the psychological phenomenon of perceiving other persons in technology mediated communication as “real” and with whom one can connect, has gained an increasing interest by teachers and researchers involved in designing online, hybrid, and blended learning environments, particularly group learning settings known as computer-supported collaborative learning (CSCL). While some scholars attribute social presence primarily to the physical attributes of communication media, others emphasize the importance of social contextual and individual factors. Despite considering these factors, they still cannot fully explain the varying degrees of social presence experienced across different communication and collaboration modes and modalities. Consequently, there is a need for a more comprehensive theoretical account on the antecedents of social presence. In this article we propose such an account that integrates the social information processing (SIP) theory, construal level theory (CLT), and telepresence theory into one social presence framework. In line with CLT, we propose that social presence is also influenced by the impressions (construals) we construct from other persons not only through the accumulation of messages over time but also through the psychological distance we feel to those persons, which may be imposed by features of the communication media or realities of the learning context. Further, in line with telepresence theory, we propose that social presence is influenced by the sense of being “present” in the remote physical or virtual place, as this is where other salient persons “are.” This comprehensive theoretical framework allows us to understand varying degrees of social presence while in (pseudo) real-time and asynchronous communication and collaboration using a variety of different communication media ranging from text-based (e.g., e-mail, instant text messaging) to immersive (e.g., 3D computer generated; a physical remote place).

Managing Uncertainties in Technology-Mediated Communication: A Qualitative Study of Business Students’ Perception of Emoji/Emoticon Usage in a Business Context

Managing Uncertainties in Technology-Mediated Communication: A Qualitative Study of Business Students’ Perception of Emoji/Emoticon Usage in a Business Context

Inclusive Technology-mediated School-family Communication in Contexts of Social Violence: A Proposal for Guidelines for Schools and Families in Gaza

I-CAN: Independence, Capability, Autonomy, iNclusion was an international cooperation project run in 2018-2021, which involved 15 selected Gaza Strip’s schools, whose objective was to promote the full inclusion of people with disabilities. The project was articulated in two main actions: the first was the establishment of an “Holistic and Innovative Centre”, created to support educators and families in the promotion of initiatives directed at building inclusive communities; the second was a qualitative research, which explored the implications that the lockdown and the forced transition towards technology-mediated communication had on school-family relationship.

Feeling Connected: Technology-Mediated Communication and the Relationship between Modality and Affective Outcomes

The relationship between workplace communication and affective outcomes, specifically connectedness at work and affective organizational commitment, is one that warrants further investigation for practical usage in the increasingly multimodal workplace. This study considers the frequency of use across five communication modalities, that being face-to-face, email, phone calls, instant messaging, and video calls, in relation to affective outcomes, as well as their relationships with communication meaningfulness. Employed participants (n = 516) completed an online survey in which they self-reported weekly communication tendencies, experienced connectedness, and affective organizational commitment. The final sample consisted of participants across 20 different industries in the United States. The most respondents worked in Health Care and Social Assistance or Professional, Scientific, and Technical Services (15% each), followed closely by respondents from Educational Services or Finance and Insurance (13% each). Data collection took place in between October 2021 and January 2022. Generally, participants who reported more frequent communication at work reported higher levels of connectedness and higher affective organizational commitment. Employees who found their communication more meaningful (irrespective of frequency) felt the most emotionally connected. Unique benefits of different communication modalities, as well as implications for hybrid and remote organizations, are discussed.

No response? Chronemic expectancy violation and relational turbulence in technologically-mediated romantic relational conflict

An extensive body of literature shows how people deal with conflicts, verbally and nonverbally, in interpersonal interactions. However, the role of technologically-mediated communication (TMC) in romantic relational conflict has received less attention. Through the lenses of Relational Turbulence and Expectancy Violations Theories, this study explored how a chronemic expectancy violation from a romantic partner impacts emotional well-being in a TMC-involved conflict discussion. Two online questionnaires were distributed. First, a pilot study was conducted to understand the basic online communication dynamics between emerging adult romantic partners (e.g., usual response latency) and possible emotions when they experience a chronemic expectancy violation from their partner on TMC. Results show that people are likely to experience negative affect and other specific emotions (e.g., disillusion, loneliness, frustration, hurt, anger) if their partner takes longer than expected to respond. The main study then further explored how individuals’ expectations differ in a hypothetical TMC-involved conflict scenario where they use text-based TMC to discuss a recent romantic conflict with their partners. Participants were instructed to imagine a chronemic expectancy violation whereby their partner does not respond within their expected time period (i.e., conflict expected latency) and report their feelings about it. Results show that people expect their partners to respond more rapidly in the conflict scenario than usual and report negative feelings after the expectancy violations. Conflict-specific (e.g., seriousness), personal (e.g., attachment anxiety and avoidance), and relational (e.g., commitment) variables also influence the intensity of their emotional experiences. This research enhances comprehension of nonverbal cues in text-based TMC and potential emotional repercussions in romantic conflict management.

Designing Together: Exploring Collaborative Dynamics of Multi-Objective Design Problems in Virtual Environments

Abstract The pace of technological advancements has been rapidly increasing in recent years, with the advent of artificial intelligence, virtual/augmented reality, and other emerging technologies fundamentally changing the way human beings work. The adoption and integration of these advanced technologies necessitate teams with diverse disciplinary expertise, to help teams remain agile in an ever-evolving technological landscape. Significant disciplinary diversity amongst teams, however, can be detrimental to team communication and performance. Additionally, accelerated by the COVID-19 pandemic, the adoption and use of technologies that enable design teams to collaborate across significant geographical distances have become the norm in today's work environments, further complicating communication and performance issues. Little is known about the way in which technology-mediated communication affects the collaborative processes of design. As a first step toward filling this gap, the current work explores the fundamental ways experts from distinct disciplinary backgrounds collaborate in virtual design environments. Specifically, we explore the conversational dynamics between experts from two complementary yet distinct fields: non-destructive evaluation (NDE) and design for additive manufacturing (DFAM). Using Markov modeling, the study identified distinct communicative patterns that emerged during collaborative design efforts. Our findings suggest that traditional assumptions regarding communication patterns and design dynamics may not be applicable to expert design teams working in virtual environments.

Exploring Communication Channel Selection for Enhanced Audit Quality: Internship Student's Perspective

Effective communication is essential for maintaining audit quality and providing assurance over financial information. This study investigates auditors' communication channel preferences and their impact on audit quality in the context of digitalization and changing communication norms. The research aims to address two primary questions: the communication channels auditors prefer and use for audit-client communication, and how the choice of communication channels influences audit quality. The audit quality is measured through audit effort and auditor performance using a descriptive and quantitative research design. The preferred and actual communication channels are categorized as traditional (face-to-face) and technology-mediated (e-mail, instant messaging, phone calls). The findings reveal that while auditors prefer in-person meetings and texting platforms, they mostly use technology-mediated communication during audits, possibly due to factors like the COVID-19 pandemic. The study contributes to a deeper understanding of auditors' communication choices and their impacts on audit quality. It suggests that the complex relationship between communication channels and audit quality needs further exploration, potentially through larger sample sizes and mixed-method approaches. The insights gained from this research can benefit audit practitioners, regulators, and educators in enhancing audit communication practices and quality.

Do socially anxious and non-anxious individuals differ in their social media use?

Numerous studies have shown that socially anxious individuals prefer technology-mediated communication over face-to-face interactions. The aim of this study was to examine possible differences between socially anxious and non-anxious individuals on social media. The online survey included 1, 174 Croatian female participants. The questionnaire contained sociodemographic data and indicators of social comparison, offline social support, time spent on social media, and type of social media use, as well as the Social Interaction Anxiety Scale (SIAS), the Depression, Anxiety and Stress Scale (DASS-21), and the Self-Like and Self-Competence Scale (SLSC-R). Socially anxious individuals did not significantly differ from non-socially anxious individuals in terms of time spent on social media, but their use of social media was different. Controlling for age, social comparison, level of depressiveness and self-esteem, less active use increased the risk of belonging to the socially anxious group. Offline social support did not significantly moderate the relationship between active use of social media and social anxiety but was a significant correlate of social anxiety. Future research should examine whether online social support can encourage socially anxious users to use social media more actively, to reduce social anxiety in the long term.

Seeking support via mediated channels: The roles of impression goals, stigma, severity, and perceived affordances

Previous research suggests that impression management goals and face threats can be barriers to seeking support, especially among college students and those facing severe problems that are highly stigmatized. In such cases, technologically-mediated communication channels (TMCCs) may be an important resource because they have unique affordances that can help overcome impression concerns and thereby promote well-being. To examine this possibility, the present study explored how impression goals, problem severity, perceived stigma, and perceived affordances interact to affect comfort with seeking support. Contrary to expectations, results from an online survey of undergraduate students ( N = 183) indicated that problem severity was not associated with levels of comfort with seeking support, and the interaction of stigma with impression goals had an unexpected positive effect. Furthermore, TMCCs affording persistence and conversation control facilitated comfort with support seeking as stigma increased. Possible explanations for these findings and implications for scholarship on TMCCs and social support are discussed.

Communicative Tensions in Remote Work During the COVID-19 Pandemic

Environmental changes can render latent organizational tensions salient, and tensions can be viewed as a lens through which to study the social interactions of organizational actors. This study aims to uncover what kinds of tensions and their entanglements arise in knowledge workers’ collaboration and technology-mediated communication practices during a transition to remote work. The qualitative dataset was collected through an open-ended online survey at the start of the COVID-19 pandemic in 2020 from 569 remote workers, and the data were analyzed iteratively according to thematic content analysis methods and applying elements of contrapuntal analysis. The findings indicate emerging tensions and their entanglements in knowledge workers’ remote work and technology-mediated communication practices, here manifesting in process-, task-, and relationship-oriented interactions. The findings provide theoretical and practical implications for how entangled tensions in remote work could be managed to support effective communication, collaboration, and employee well-being during and beyond the pandemic situation.

Artificial intelligence and perceived effort in relationship maintenance: Effects on relationship satisfaction and uncertainty

Maintaining satisfying close relationships is important for individuals’ well-being. In the digital age, artificial intelligence (AI) has growing applications for relationship maintenance and thus implications for relational well-being. We hypothesize that although using AI to help with relational maintenance may reduce an individual’s effort, their partner may perceive AI-augmented activities negatively. According to the investment model and equity theory, perceptions of diminished effort in a relationship may lead to less satisfaction and greater uncertainty about the partner’s involvement in the relationship. In an online experiment, we presented participants ( N = 208) with hypothetical scenarios of relational maintenance initiated by a fictional close friend, with a 3 (agency: self-without-augmentation vs. AI-augmented vs. human-augmented) × 3 (relational task: support-giving vs. advice-giving vs. birthday celebration) between-subjects design. Compared to the self-without-augmentation condition (i.e., the control condition) where the friend completed a relational task with no external aid, using AI assistance led participants to perceive the friend expended less effort, reducing participants’ relationship satisfaction and increasing uncertainty. Getting help from another person was not significantly different from using AI in terms of perceived partner effort, relationship satisfaction, uncertainty, and perceived appropriateness. We discuss the implications of the findings for relational maintenance and technology-mediated communication.

Communication technologies in older people’s long-distance family relationships, and the impact on isolation and loneliness

ABSTRACT The concept ‘performance expectancy’ is used to theorize about older people’s day-to-day use of technology mediated communication (telephone, text/emails and video calls) in family relationships and the impact on social isolation and loneliness. Using theoretical and methodological triangulation six mediation models are conceptualized, followed by empirical validation using a nationally representative dataset of older people (≥ 65 years) living in Wales, UK (N = 2,099). The results reveal that frequency of telephone and video calls mediate the relationship between proximity of family and social isolation, and telephone calls mediate the relationship with loneliness. Text/emails have no significant mediating effect. Qualitative data analysis provides a deeper understanding of conditions that facilitate technology mediated communication. Demonstrating the impact of lifecourse habits, social context and environment on technology mediated communication shifts the focus from individual deficits to other reasons for non-adoption. Understanding the link between the individual, the social-cultural and social structural environment, social interaction, and loneliness requires an understanding of what is important to older people. For example, knowledge concerning the role of embodied presence in alleviating loneliness can be used to better understand the likelihood of implementing successful interventions.

Consequences of Social Listening via Mediated Communication Technologies (MCTs)

As mediated communication technologies, or MCTs, are increasingly used to interact, consequences across levels of communication arise. The social listening process using MCTs has positive and negative implications. The process of social listening exists within four levels of communication. The pervasiveness and determinism of MCTs and their impact on communication and social listening are supported by existing and developing research, practical examples, and theoretical frameworks. This critical review of literature discusses potential consequences of social listening via MCTs. These findings (1) demonstrate alignment among levels of communication, relevant theories, and resulting social consequences, such as big data and mediated deception, and (2) support exploratory research investigating mediated deception, which may contribute towards future studies of social listening and MCTs. In closing, a matrix to visualize the communication contexts, theories, and social consequences related to social listening via MCTs is presented.

Together, at a distance: experiences with a novel technology for social contact among older people and their relatives in Norway during the COVID-19 pandemic

BackgroundThe recognition that people are social beings is fundamental for person-centered care. During the COVID-19 pandemic, the lives of older people were restricted in ways that dramatically reduced their opportunities for face-to-face contact. Limited contact with family members due to social distancing raised concerns about the well-being of older people. In Norway, interactive technologies were therefore introduced to older people to help them maintain social contact while practicing physical distancing.ObjectivesThis study was designed to examine how older people and their relatives experienced the use of technology-mediated communication through KOMP, a tablet-like device for supporting social contact in care facilities and homes during the pandemic.MethodsWe adopted an open phenomenological approach inspired by Kvale and Brinkmann (2009) to explore how the use of KOMP became meaningful during the pandemic. The study was based on individual interviews with 4 residents in care facilities and 13 relatives.ResultsThe lived experiences of using KOMP among older people and their relatives revealed that adopting digital communication helped older people, and their families mitigate social distancing and maintain relationships with each other, despite the restrictions imposed by the government. Virtual involvement through KOMP afforded meaningful interconnections in the social lives of the users and their distant family members, thereby supporting their roles as parents and grandparents despite the distance, and promoting cross-generational connections among family members. Digital meetings also provided opportunities for older people and their relatives to enjoy each other’s presence in favored places, by conveying a homely atmosphere, for instance. These virtual encounters did not rely exclusively on talk as the only means of communication.ConclusionThis study suggests that communicating via KOMP was a meaningful activity for the participants. Technologies for social contact can, to some extent, facilitate person-centered care for older people in care facilities and their private homes, despite circumstances requiring social distancing.

Exploring Family Communication Patterns and Interpersonal Technologies in United States-Based Grandparent-Grandchild Relationships

ABSTRACT Grandparents increasingly use both technologically-mediated and in-person communication to nurture relationships with their grandchildren. Framed using the communication interdependence perspective (CIP), this study examined associations among family communication patterns (FCPs), integration of face-to-face and technologically-mediated communication, and relationship satisfaction to explore grandparent-grandchild relationships. Analysis of survey responses from 379 grandparents in the United States indicated that conversation orientation was positively associated with constructive integration, whereas both warm and cold conformity orientations were positively associated with destructive integration. Constructive integration was positively associated with relationship satisfaction and destructive integration was negatively associated with relationship satisfaction. Significant indirect effects between FCPs, integration, and relationship satisfaction also were identified.