Does Culture Interact with Media Richness? The Effects of Audio vs. Video Conferencing on Chinese and American Dyads

Setlock, Leslie D.; Quinones, Pablo; Fussell, Susan R.

doi:10.1109/hicss.2007.182

Cited by 30 publications

(15 citation statements)

References 19 publications

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“…In a CMC setting with reduced cues for ethnicity, we expect incongruent conditions to lead to confusion and misattribution. If a student's name does not indicate a foreign cultural background, an indirect communication style may be interpreted as strange (Choy & Dodd, 1976;Lev-Ari & Keysar, 2010;Setlock, Fussell, & Neuworth, 2004;Setlock, Quinones, & Fussell, 2007). This raises the probability that the fundamental attribution error will occur (Ross, 1977).…”

Section: Hypothesesmentioning

confidence: 99%

Computer-Mediated Communication in Psychology Teaching: Influence of Cultural Background on e-Mail Content and on Appraisal

Hansen

Jucks

2014

Psychology Learning & Teaching

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A significant amount of communication between lecturers and students takes place via e-mail. This study provides evidence that two types of cultural cues contained in the e-mail impacts lecturers' linguistic adaptation to, and appraisal of, the student. A total of 186 psychology lecturers from universities in Germany answered a fictitious student's e-mail inquiry and reported their perceptions of the student. The inquiry was manipulated with regard to ethnicity (German, Chinese) and communication style (direct, indirect). Further, the participants answered to one of two versions that differed in the wording. This was done in order to study lexical alignment. In the German ethnicity and direct style conditions, lecturers aligned more of their words to those of the students; in the Chinese ethnicity and indirect style conditions, lecturers' responses were longer and more polite. When ethnicity and style were congruent, fewer negative appraisals were produced.Sue, a university teacher of psychology, receives an e-mail from one of her students in which the student apologises for disturbing the teacher and gives a long explanation as to why she was unable on several occasions to attend her psychology course. Very politely, she asks the teacher to give her an opportunity to do extra work and still obtain her course credit. How will Sue respond to that email? What will she think of the student? This may depend, in part, on the communication style and wording of the e-mail, but it also may depend on stereotypes about the sender of the message. Especially in e-mail communication, stereotypes and expectations influence the impressions interaction partners have of each other

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Section: Hypothesesmentioning

confidence: 99%

Computer-Mediated Communication in Psychology Teaching: Influence of Cultural Background on e-Mail Content and on Appraisal

Hansen

Jucks

2014

Psychology Learning & Teaching

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“…Previous studies of culture and CMC have typically used tasks such as direction-giving [12] [45] or rank ordering items [38] [40] that have, at least in principle, one correct solution. Group brainstorming differs from such tasks along a number of dimensions.…”

Section: Introductionmentioning

confidence: 99%

Cultural difference and adaptation of communication styles in computer-mediated group brainstorming

Wang

Fussell

Setlock

2009

Proceedings of the SIGCHI Conference on Human Factors in Computing Systems

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Supporting creativity via collaborative group brainstorming is a prevalent practice in organizations. Today's technology makes it easy for international and intercultural group members to brainstorm together remotely, but surprisingly little is known about how culture and medium shape the underlying brainstorming process. In a laboratory study, we examined the influences of individual cultural background (American versus Chinese), group cultural composition (same-versus mixed-culture groups), and communication medium (text-only versus video-enabled chatrooms) on group brainstorming conversations. Cultural differences and adaptation in conversational talkativeness and responsiveness were identified. The text-only medium reduced cultural differences in talkativeness. Working in a mixed-culture group led to cultural adaptation in the communication style of Chinese but not American participants. We discuss implications for international group brainstorming.

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“…Richer media such as video conferencing have more of these features than leaner media such as Instant Messaging. In a study comparing the effects of media richness for the interpersonal communication between high-context Chinese dyads and low-context American dyads, there were few cultural differences found [17]. But it was concluded that for the Chinese pairs, visual awareness was significantly more socially fulfilling than for the low-context pairs because of the availability of high-context information.…”

Section: Culture and Computer-mediated Communicationmentioning

confidence: 99%

“…In recent years, there has been a growing interest in studies examining cultural issues in CMC [10,17,18]. An analysis of this field concluded that it is hard to identify explanatory themes or frameworks, and often contrary results are yielded [19].…”

Section: Culture and Computer-mediated Communicationmentioning

confidence: 99%

“…Chinese CMC users make very deliberate choices about how to use media qualities to both convey and mitigate emotional information depending on which is most appropriate to the situation and the relationships [17]. Chinese exchange students and their family perceive phone communication as a more suitable medium to convey emotional information than email because it is easier to express personal views and feelings using additional audio information [10].…”

Section: Culture and Computer-mediated Communicationmentioning

confidence: 99%

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Interaction design for supporting communication between Chinese sojourners

Bhömer

Hoven

2011

Pers Ubiquit Comput

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In our global village, distance is not a barrier anymore for traveling. People experience new cultures and face accompanying difficulties in order to live anywhere. Social support can help these sojourners to cope with difficulties, such as culture shock. In this paper, we investigate how computer-mediated communication (CMC) tools can facilitate social support when living physically separated from loved-ones in different cultures. The goal is to understand the design considerations necessary to design new CMC tools. We studied communication practices of Chinese sojourners living in the Netherlands and the use of a technology probe with a novel video communication system. These results led to recommendations which can help designers to design interactive communication tools that facilitate communication across cultures. We conclude the paper with an interactive communication device called Circadian, which was designed based on these recommendations. We experienced the design recommendations to be abstract enough to leave space for creativity while providing a set of clear requirements which we used to base design decisions upon.

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Does Culture Interact with Media Richness? The Effects of Audio vs. Video Conferencing on Chinese and American Dyads

Abstract: Abstract

Cited by 30 publications

References 19 publications

Computer-Mediated Communication in Psychology Teaching: Influence of Cultural Background on e-Mail Content and on Appraisal

Computer-Mediated Communication in Psychology Teaching: Influence of Cultural Background on e-Mail Content and on Appraisal

Cultural difference and adaptation of communication styles in computer-mediated group brainstorming

Interaction design for supporting communication between Chinese sojourners

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