Technology-mediated Communication Research Articles

Digital Communication Crisis: The Case of Patiswiss Brand

Developments in information and communication technologies have intensely changed the way individuals communicate. The increase in technological innovations has led to the emergence of some risks for businesses, as well as the advantages it offers. Chief among these risks is that individuals have begun to easily express their expectations and complaints -especially in the context of the products they buy and use- through social media platforms where interaction and content sharing are possible. An individual who spends a significant amount of his time in the digital environment is both exposed to the content created by other users and can have an impact on many people by producing content. Under these conditions, social media environments and consumers/customers who use these environments intensively have positive effects on companies and brands at a level that will increase sales, and negative effects at a level that may cause a crisis. Managing technology-mediated communication environments is important in terms of managing such effects. The aim of this study is to reveal how the crisis is managed and/or attempted to be managed through digital media, within the framework of the need to manage the crisis that emerges through a content, issue, event that comes to the fore regarding the company(ies) in the digital media and spreads rapidly among the masses. In the study, which focused on digital communication, crisis management was discussed through a case study of the Patiswiss brand over the series of events that broke out in April 2024. The headlines and spots of the news published in the digital environment regarding the crisis process, developments and resolution of the crisis were analyzed through 5W1H. As a result, it has been observed that the communication language was transformed by developing a successful strategy after the attack and threat based communication method used in the beginning.

From the United States to the United Kingdom: Hope, Blended Family Social Support, and Computer-Mediated Communication Amidst Chronic Illness

ABSTRACT This Defining Moments essay contributes to health communication scholarship regarding the role of religion/spirituality as a coping strategy during severe illness and the realities of providing social support in blended families. It also invites readers to reconsider the capacities and constraints of utilizing technology-mediated communication to provide support within close familial relationships. Finally, this narrative acknowledges the messiness of providing support in the evolving realities of family life and the complexity of “being there” for people we love when we cannot physically be present.

Mediated and non-mediated tactile fingerspelling: a comparative study

ABSTRACT In the development of communication devices for individuals who are Deafblind, a significant challenge is achieving a seamless transition from human-generated to technology-mediated communication. This study compares the intelligibility of the Australian Deafblind tactile fingerspelling alphabet rendered on the HaptiComm tactile communication device with the same alphabet articulated by a human signer. After a short training period, participants identified the 26 English alphabet letters in both the mediated (device) and non-mediated (human) conditions. Results indicated that while participants easily identified most letters in the non-mediated condition, the mediated condition was more difficult to decipher. Specifically, letters presented on the palm or near the index finger had significantly lower recognition rates. These findings highlight the need for further research on the tactile features of communication devices and emphasize the importance of refining these features to enhance the reliability and readability of mediated tactile communication produced through tactile fingerspelling.

Fostering hybrid team performance through inclusive leadership strategies

Over the past years, hybrid teams have emerged as a prevalent phenomenon in the new work arrangements. Effective inclusive leadership strategies are essential for leveraging the full potential of hybrid teams, fostering collaboration, achieving high performance, and improving team members’ well-being. Hybrid teams have members who frequently shift between co-located and remote working. This makes them face unique challenges with technology-mediated communication (e.g., trust development) and the leaders' need to balance the preferences and needs of co-located and remote team members. Leaders must ensure that all team members feel valued and included, regardless of location or schedule, in order to achieve team objectives and enhance well-being. This paper explores hybrid team leaders’ challenges in managing diversity, equity, and inclusion, offering evidence-based strategies and practical recommendations. Specifically, we emphasize strategies for building trust and psychological safety, leveraging diversity as a strength, promoting cross-cultural understanding, establishing clear communication channels, and encouraging collaboration. By empowering hybrid team leaders with these insights, the aim is to foster a culture of inclusion and create an environment where all team members feel valued, ultimately leading to enhanced individual and team performance and team member well-being.

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

Using virtual multiteam systems to conduct a multisite randomized clinical trial in the part C early intervention system: Benefits, challenges, and lessons learned

Background/AimsCOVID-19 necessitated a shift to virtual data collection for many research projects, providing the opportunity for novel approaches to carrying out multi-site clinical trials. Virtual multiteam systems (VMTS) are a type of team structure in which multiple geographically dispersed teams collaborate using technology-mediated communication. The article presents a case study of our use of VMTS, in response to COVID-19, to carry out a multisite randomized hybrid effectiveness-implementation trial of a caregiver-implemented intervention. MethodsWe describe how we modified our team structure from predominantly site-specific, co-located teams to predominantly cross-site, virtual teams. We then present examples of how we have conducted the two primary data collection activities virtually. To demonstrate the feasibility of this approach, we present participant demographic information, the percent of cross-site data collection activities, and fidelity data. ResultsIn the first 20 months of data collection, we have enrolled 108 EI providers and 132 families, with 17% and 9% attrition respectively. The family sample is highly diverse in terms of race/ethnicity, parent education, and household income. The majority of provider training activities and roughly 50% of family assessment activities have been conducted cross-site. Fidelity is high, with no differences across site. ConclusionsOur data illustrate the feasibility of using virtual teams, training, and assessment in a multisite clinical trial in the Part C system. We discuss the strengths and challenges of this approach, as well as lessons learned to facilitate the planning of future multisite randomized clinical trials which may benefit from this approach. Clinical TrialsNCT05114538

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).

Investigating the interplay of loneliness, computer-mediated communication, online social capital, and well-being: insights from a COVID-19 lockdown study.

Recent studies have found that there is scope for communication technologies to increase online social capital. Although studies have linked online social capital and mental well-being, there is a need to identify the causal pathways within this relationship. This study explores the role of loneliness in the relationship between computer-mediated communication, online social capital and well-being. The study used an online questionnaire and had 217 participants. William's 2006 scale was used to measure individuals' online social capital, and structural equational modelling (SEM) was used to explore the relationship between computer-mediated communication, use, levels of loneliness, online social capital and well-being. This study was conducted remotely during the first COVID-19 lockdown in Ireland. High levels of online communication mitigated the otherwise negative effects of loneliness on well-being when online interaction fostered online social capital. Overall, the proposed model offers qualified support for the continued analysis of technology-mediated communication as a potential source for building online social capital and improving the well-being of particular individuals with high levels of loneliness.

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.