Virtual Communication Environment Research Articles

Analyzing Expressive Speech Acts in Comments on ‘Teacher Welfare Issues in the National Education System Bill’

This research aims to explain and describe expressive speech acts in the comment section of the Ministry of Education and Culture’s YouTube account “Peel Through the Issue of Teacher Welfare in the Sisdiknas Bill”. The comment section contained seventy examples of expressive speaking activities which analyzed using qualitative approach. Results indicate the presence of 70 instances of expressive speech acts within the comment column, categorized as follows: expressions of gratitude (36), apologies (1), praise (16), complaints (5), and expressions of happiness or pleasure (12). The present study provides significant contributions to the understanding of the many forms and functions of expressive speech acts in virtual communication environments. Through the exploration of the diverse range of expressive speech acts observed inside the comment part of this renowned YouTube account, this study enhances our comprehension of contemporary communication dynamics. Moreover, the conducted research not only paves the way for future inquiries but also holds significant practical consequences for instructional practices in educational settings. Promoting digital literacy and effective communication skills in kids requires an understanding of how people express themselves in digital spaces. Educators have the opportunity to integrate these research findings into their instructional programs and facilitate debates regarding internet communication etiquette, thereby cultivating a generation that is more equipped with knowledge and skills in the digital realm. In summary, this study provides light on the nuances of expressive speech acts in digital contexts and establishes the groundwork for future research in this dynamic field of communication.

#izoizolyatsiya: creativity as a method of socialization

The Izoizolyatsiya challenge became one of the most popular forms of entertainment during lockdown in Russia. In this article, I analyzed this virtual communication environment that functions in an extreme situation of the pandemic. The earlier manifestations of the principle of recreating art works with live models in the field of leisure and art were briefly outlined. The flash mob accumulated features of the traditions of tableaux, painting, photography, and specific characteristics of social networks. It was revealed that the carnival features of this challenge contributed to the actualization of creative forces among the participants and their emancipation. Participation in the Izoizolyatsiya flash mob helped compensate for the lack of everyday communication during isolation, and also became a new form of interaction between family members.

The Development and Opportunity of Educational Mode in the Metaverse Age

The Metaverse is an end-users-oriented integration of various layers of Information Technology (IT), where Human–Computer Interaction (HCI) would be the core technology. With the rapid development of IT, the Metaverse would allow users to connect, work, conduct business, and access educational resources, all in a technology-mediated environment in new interaction ways. The Metaverse can play a major role in the future of online learning and enable a rich active learning environment, where learners have the opportunity to obtain first-hand experiences that might not be accessible in the physical world. While currently there is a severe shortage in Metaverse-Learning studies, such research strands are expected to soon emerge. The main objective of this paper is to investigate challenges and opportunities for human-centric Metaverse technology in the learning sector, hence accelerating research in this field. A phenomenological research method was used, including semi-structured in-depth interviews, essays written by participants, a focus group discussion with 19 experts in the areas of HCI, intelligent interactive technologies, and online learning. Five challenges were identified for the Metaverse-Learning context: immersive design, privacy and security, universal access, physical and psychological health concerns, and governance. While the research provided suggestions to overcome those challenges, three Meta-Learning opportunities were identified: hands-on training and learning, game-based learning, and collaboration in creating knowledge. The findings of this research contribute to understanding the complexity of the online learning in the Metaverse from the Human–Computer Interaction point of view. These findings can be used to further research the Metaverse as a virtual communication environment and potential business and learning platform.

Metaverse-Based Learning Opportunities and Challenges: A Phenomenological Metaverse Human–Computer Interaction Study

The Metaverse is an end-users-oriented integration of various layers of Information Technology (IT), where Human–Computer Interaction (HCI) would be the core technology. With the rapid development of IT, the Metaverse would allow users to connect, work, conduct business, and access educational resources, all in a technology-mediated environment in new interaction ways. The Metaverse can play a major role in the future of online learning and enable a rich active learning environment, where learners have the opportunity to obtain first-hand experiences that might not be accessible in the physical world. While currently there is a severe shortage in Metaverse-Learning studies, such research strands are expected to soon emerge. The main objective of this paper is to investigate challenges and opportunities for human-centric Metaverse technology in the learning sector, hence accelerating research in this field. A phenomenological research method was used, including semi-structured in-depth interviews, essays written by participants, a focus group discussion with 19 experts in the areas of HCI, intelligent interactive technologies, and online learning. The individual interviews took place in May 2022, with a focus group meeting held online in June 2022 to formulate a collective opinion of the 19 experts. Five challenges were identified for the Metaverse-Learning context: immersive design, privacy and security, universal access, physical and psychological health concerns, and governance. While the research provided suggestions to overcome those challenges, three Meta-Learning opportunities were identified: hands-on training and learning, game-based learning, and collaboration in creating knowledge. The findings of this research contribute to understanding the complexity of the online learning in the Metaverse from the Human–Computer Interaction point of view. These findings can be used to further research the Metaverse as a virtual communication environment and potential business and learning platform.

Нормативность виртуальной коммуникации при выражении отрицательной оценки

The study is devoted to the problem of the virtual language communication normativity, namely the specifics of expressing a negative assessment. It is proved that the formation of the norm of language communication occurs in the system of taxa “norm – non-normal – anti-norm” (according to the concept of V.G. Kostomarov). It is substantiated that the virtual language communication normativity is not a direct reflection of the real language environment normativity, but is formed under the influence of the virtual environment communication stereotypes characteristics, which have significant differences from the current national communication stereotypes adopted in the Russian society. It has been established that a negative assessment in a virtual environment acts as a means of verbal aggression due to the absence of restrictions in the language means choice by which the intention of a negative assessment is verbalized in virtual communication situations that are aimed at achieving extralinguistic communication goals related to the communicant’s self-affirmation with the help language means of taxa non-norm and anti-norm, the exclusive right presumption to an interlocutor negative assessment (verbalization of the insult intention), the rejection of the opponent’s point of view, manifested in the absence of intentions of the interlocutors to seek a compromise. The results of the study allow us to state the special conditions presence for the formation of specific norms of language communication in a virtual communication environment.

Who’s Zooming Who: A Case Study of Videoconferencing’s Effects on Faculty and Students

When COVID-19 forced colleges and universities to abruptly transition their in-person courses online in spring 2020, many professors instinctively turned to videoconferencing tools as a substitute for face-to-face interactions. The extensive implementation of synchronous online instruction through videoconferencing presented various opportunities and challenges for faculty and students. Notably, users quickly identified a new phenomenon that the popular press labeled Zoom fatigue. This study presents findings from a qualitative case study on videoconferencing use, its effects, and the problem of Zoom fatigue in higher education. The faculty and student experience with the synchronous, virtual classroom and Zoom fatigue is explored. A theoretical model of Zoom fatigue is presented. Finally, recommendations for the effective use of synchronous online instruction are shared. This study advances a working model of Zoom fatigue to explain the multi-dimensional factors that cause it. The mediated, virtual communication environment offers opportunities and challenges for participants to navigate as they attempt to answer, “Who’s Zooming’ who?”

Learning and communication in online international higher education in Hong Kong: ICT-mediated translanguaging competence and virtually translocal identity

ABSTRACT This qualitative study investigated the impact of online education on the learning and peer interaction experiences of students from eight universities in Hong Kong over the COVID-19 pandemic in 2020. It employed an expansive and spatial notion of translanguaging to explore the process by which students drew on the affordance of virtual communication environments to communicate, study and develop new identities. The findings suggested (1) the students strategically mobilised manifold multimodal resources to constitute their communicative repertoires that facilitated smooth intercultural communication and academic success; (2) such communicative competence centralized the mediating effect of digital semiotic systems and thus might empower the students with disadvantaged language skills; and (3) through translanguaging acts the students developed a virtually translocal identity with an expanded experience of internationalisation of higher education whereby the increasingly interwoven physical and virtual spaces bring extended social networks, learning resources, and career opportunities. The implications of the findings were discussed.

Fake News Phenomenon: Formation of Beliefs under Pragmatic Optics and Mathematical Education

Background: Few studies in mathematics education have been looking at the new dynamics of communication with focus on the analysis of speeches propagated by false news. This social phenomenon is worrying: news that uses mathematical arguments to guide, shape, and reflect public opinion and popular thinking based on misleading information. Objectives: The aim of this investigation was to understand the role of mathematics education in the process of strengthening democracy. Data collection and analysis: A video published on a YouTube channel, in which mathematical arguments are used to convince public opinion about a certain point of view, was the object of the study whose result is presented in this paper. Design: With theoretical-methodological procedures that are based on the pragmatic theory of fixation of beliefs and on the verification of the mathematical content, the analysis adopted a qualitative approach. Setting and Participants: This is a study about a video considered false by news agencies, aired by a famous Brazilian journalist. Results: The study of fake news and desinformation scenario has allowed us to observe that mathematical speeches linked to the ideology of mathematical certainty are responsible for the establishment of beliefs and the formation of opinions by authority and tenacity methods. Conclusions: We conclude that mathematical models and mathematical discourses used in virtual communication environments can be responsible for camouflaging the human factor in political decisions and obscuring the visibility of ethical and morality variables.

Delivering word retrieval therapies for people with aphasia in a virtual communication environment

ABSTRACTBackground: Delivering therapy remotely, via digital technology, can enhance provision for people with aphasia. EVA Park is a multi-user virtual island that can be used for such delivery. The first EVA Park study showed that daily language stimulation delivered via the platform improved functional communication and was positively received by users. This paper reports two single case studies, evaluating its capacity to deliver targeted language interventions. The first employed therapy for noun retrieval, using cued picture naming and modified Sematic Feature Analysis. The second employed modified Verb Network Strengthening Treatment (VNeST).Aims: This study aimed to determine if treatment delivery was feasible in EVA Park, as assessed by participant compliance, treatment fidelity and participants’ views. It explored the impact of the therapies on treated and untreated word production, connected speech and functional communication.Methods & Procedures: Two participants with aphasia each received 20 sessions of individual therapy in EVA Park, delivered over 5 weeks. Feasibility was assessed by measuring compliance with the therapy regime, recording and checking the fidelity of 20% of treatment sessions, and using post-therapy interviews to explore participant views. Treatment outcomes were evaluated via repeated measures single case designs, in which assessments were administered twice before therapy, immediately post therapy and 5 weeks later. Outcome measures included Object Picture Naming (study 1), Sentence Elicitation Pictures (study 2), Naming 84 items from the Object and Action Naming Battery (study 2), Narrative Production (Study 2), the Northwestern Assessment of Verb and Sentences: Argument Structure Production Test (Study 2) and Communication Activities of Daily Living – 2 (Study 1 and 2).Outcomes & Results: Feasibility results were excellent. Both participants were fully compliant with the therapy regime. There was at least 90% fidelity with the treatment protocols, and participant views were positive. Outcomes varied across the studies. The noun therapy significantly improved the naming of treated words, with good maintenance. Lexical gains were less evident on the Sentence Elicitation Pictures used in the VNeST study. Neither study demonstrated generalisation to untreated words, connected speech or functional communication.Conclusions: Two treatment approaches, designed for face-to-face delivery, could be delivered remotely in EVA Park. Outcomes for the noun treatment were comparable to previous evaluations. Comparisons with previous research were more challenging for VNeST, owing to differences in methodology. Further evaluations of other treatment approaches are warranted.

Virtual interaction through video-web communication: A step towards enriching and internationalizing language learning programs

AbstractThis paper describes an intercontinental project with the use of interactive tools, both synchronous and asynchronous, which was set up to internationalize academic learning of Spanish language and culture. The objective of this case study was to investigate whether video-web communication tools can contribute to enriching the quality of foreign language curricula, by facilitating a motivating virtual communication environment for purposeful interaction between non native and native speakers of Spanish to accomplish learning tasks. The project was carried out between a class of twenty Spanish as foreign language students from the University of Utrecht, The Netherlands, and a class of twenty Chilean trainee Spanish teachers from the University of Concepción, Chile. Students interacted weekly, over two months, in dyads and small groups making use of a video-web communication tool, Adobe Connect. The video-web communication tool enabled synchronous interactions, during which participants could see each other while talking and sharing audiovisual documents on-line. A blog was also used to promote collaboration, reflection and exchange of ideas about issues raised during the synchronous sessions. Qualitative data was collected through a questionnaire, analysis of recordings of learners' interaction sessions and the project blog. Results show a positive impact on motivation and on learning outcomes, particularly regarding understanding of the use of language in given contexts, and of cultural issues.

2542 3 者間身体的バーチャルウェーブコミュニケーションシステム

VirtualWave (VW) is an abstracted avatar in which human head motion is simplified as the rhythmic motion of a wave to clarify an essential interaction and communication. By using 3VWs, the embodies virtual face-to-face communication system is developed for three human interaction analysis by synthesis. The system provides networked virtual communication environment in which three remote talkers can share embodied interaction by observing their interaction of VWs including themselves in the same virtual space. The effectiveness of the system is demonstrated in 7 groups, 3 talkers per group by the sensory evaluation of the remote communication experiment as the roles of a speaker and the other two listeners.

F-0102 3者間身体的バーチャルコミュニケーションシステムの評価(S31-1 ヒューマンインタフェース(1))(S31 ヒューマンインタフェース)

The embodied virtual face-to-face communication system is developed for three human interaction analysis by synthesis. The system provides networked virtual communication environment in which three remote talkers can share embodied interaction by observing their interaction of Virtual Actors including themselves in the same virtual space. The effectiveness of the system is demonstrated by sensory evaluation.