Emoticons and social interaction on the Internet: the importance of social context

Derks, Daantje; Bos, Arjan E. R.; Grumbkow, Jasper von

doi:10.1016/j.chb.2004.11.013

Cited by 320 publications

(198 citation statements)

References 17 publications

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“…In addition, as it should be easier to establish communication and express emotion with Web videoconferencing than with discussion forums (Derks et al, 2007;Jonassen and Kwon, 2001;Rourke et al, 2001;Tu and McIsaac, 2002), we expected improved collaboration. As it is also easier for the teacher to provide timely feedback and instruction in synchronous communication (De Laat et al, 2007;Vonderwell, 2003), we expected students' rating of teacher instruction in the second cohort to be higher.…”

Section: Social Presence Web Videoconferencing and Learning In Virtumentioning

confidence: 99%

“…It does this by overcoming the lack of bodily communication, delayed feedback and barriers of meaning in asynchronous tools such as discussion forums (Beers et al, 2007;Derks et al, 2007;Haythornthwaite, 2000;Mehrabi et al, 2000;Rummel and Spada, 2005;Tu, 2002). Tu (2002), for example, found that discussion forums had the lowest level of conveying feelings and emotion.…”

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confidence: 99%

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Social Presence, Web Videoconferencing and Learning in Virtual Teams

Giesbers¹,

Rienties²,

Gijselaers³

et al. 2009

Industry and Higher Education

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The potential of information technology to facilitate collaboration in education has grown considerably in recent years. The use of Web videoconferencing, whereby learners in an online classroom can simultaneously collaborate using audiovisual communication tools, increases the learner's ability in social and emotional expression, thus improving communication which may enhance learning satisfaction. This paper compares two cohorts of students who attended the same online course in economics. Both could communicate via a discussion board and one cohort had the additional opportunity to participate in Web conferences. Contrary to expectations, learning satisfaction did not seem to increase with the introduction of Web videoconferencing. This finding leads to several questions for future research.

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Section: Social Presence Web Videoconferencing and Learning In Virtumentioning

confidence: 99%

mentioning

confidence: 99%

Social Presence, Web Videoconferencing and Learning in Virtual Teams

Giesbers¹,

Rienties²,

Gijselaers³

et al. 2009

Industry and Higher Education

View full text Add to dashboard Cite

show abstract

“…The earlier ones see them as indicators of emotion, as "visual cues representing feelings" (Rezabek and Cochenour 1998), while more recent analyses attach pragmatic meanings to them (see Vandergriff 2014, andDresner andHerring 2010). In addition, emoticons are said to serve similar functions as actual non-verbal behavior in the expression of intimacy and nuances (Derks et al 2007).…”

Section: Emoticonsmentioning

confidence: 99%

Dependency profiles as a tool for big data analysis of linguistic constructions: a case study of emoticons

Laippala

Kyröläinen²,

Kanerva³

et al. 2017

ESUKA-JEFUL

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Abstract. This study presents a methodological toolbox for big data analysis of linguistic constructions by introducing dependency profiles, i.e., co-occurrences of linguistic elements with syntax information. These were operationalized by reconstructing sentences as delexicalized syntactic biarcs, subtrees of dependency analyses. As a case study, we utilize these dependency profiles to explore usage patterns associated with emoticons, the graphic representations of facial expressions. These are said to be characteristic of Computer-Mediated Communication, but typically studied only in restricted corpora. To analyze the 3.7-billion token Finnish Internet Parsebank we use as data, we apply clustering and support vector machines. The results show that emoticons are associated with three typical usage patterns: stream of the writer's consciousness, narrative constructions and elements guiding the interaction and expressing the writer's reactions by means of interjections and discourse particles. Additionally, the more frequent emoticons, such as:), are used differently than the less frequent ones, such as ^_^.

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“…In other words, why and how do people use emoticons within computer-mediated communication such as email or texting? From the small amount of research on this (Derks, Bos, & Grumbkow, 2007;Huang, Yen, & Zhang, 2008;Lee, Lee, Bassellier, & Faraj, 2010;Xu, Cheng, & Xu, 2007), the suggestion is that emoticons allow people to increase the information richness (Lee, 1994) of a message by adding some affective (emotional) component or layer to the message. Lee et al (2010), for instance, finds that emoticons are typically used to reinforce the positive or negative affect of a message.…”

Section: Human Facial Emotive Expressions and Emoticonsmentioning

confidence: 99%

What’s in a face? Making sense of tangible information systems in terms of Peircean semiotics

Beynon‐Davies

2018

European Journal of Information Systems

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Within this paper, we utilise a delimited area of philosophy to help make sense of a delimited area of design science as it pertains to a class of contemporary information systems. The philosophy is taken from that of Charles Sanders Peirce; the design science is directed at the construction of visual devices in that area known as visual management. The utilisation of such devices within their wider visual management systems we take to be instances of what we refer to as tangible information systems. Tangible information systems use tangible artefacts, such as whiteboards and magnetic tokens, to accomplish information. We particularly use Peircean semiotics to analyse the use of tangible emoticons articulated upon performance boards within a large-scale manufacturing facility. We infer from our analysis of these informative artefacts that certain integrated aspects of Peircean philosophy offers an alternative way of framing notions of a proper design science, design theory, and design artefact for the discipline of information systems.

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Emoticons and social interaction on the Internet: the importance of social context

Cited by 320 publications

References 17 publications

Social Presence, Web Videoconferencing and Learning in Virtual Teams

Social Presence, Web Videoconferencing and Learning in Virtual Teams

Dependency profiles as a tool for big data analysis of linguistic constructions: a case study of emoticons

What’s in a face? Making sense of tangible information systems in terms of Peircean semiotics

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