Search

New technology can be a source of great optimism and a force for positive change in the research industry. As such, it is important to discuss the merits of emerging technology. In this research note, the emergent opportunity for qualitative research in the metaverse is discussed. This paper looks at how rich sensory virtual environments with multiple sensory modalities might help address some of the shortcomings of traditional online qualitative research. The importance of establishing social presence in virtual qualitative research is addressed. Then, how the metaverse might help remove some of the constraints of 'big qual' is debated. The potential for the metaverse to improve participant inclusivity is considered, before finally discussing the issue of research ethics in a decentralised virtual world. [ABSTRACT FROM AUTHOR]

As racial and ethnic diversity have increased in America, prejudice too has expanded. Citizens are more wary of immigrants, with attitudes toward Asian immigrants in particular worsening during COVID-19. Yet less is known about the prejudice directed at other immigrant groups during this period, with research suggesting that feeling capable of interacting with new people could reduce misgivings about diversity. A web survey was conducted in April of 2020 to test the potential for digital and physical social competence to improve attitudes toward Mexican immigrants, as the largest immigrant group in the United States (N = 665). Interpersonal competence was inversely associated with prejudice toward Mexican immigrants, with interpersonal skills such as attentiveness, expressiveness, and mindfulness being especially valuable for prejudice reduction. Computer-mediated communication competence was indirectly associated with feeling less prejudiced, through interpersonal competence, and social presence also moderated the conversion of CMC competence into interpersonal competence, diminishing prejudice even further. Digital social capabilities encourage admiration and sympathy for immigrants by making users feel more capable of interacting with them locally. Networked settings now have the potential to train dissimilar users to interact together in person, as a way of reducing prejudice. [ABSTRACT FROM AUTHOR]

Research informing adult education teachers' didactic practices in distance education is scarce. Approaching the adult learner's perspectives on how distance education is perceived is key to informing future initiatives. This study explores adult learners' perception of distance education, concentrating on aspects such as, social presence, course structure, and perceived learning and satisfaction. A survey was distributed to teachers (n = 78) in five schools organising adult distance education. Findings show that teacher accessibility and course structure correlated positively with social presence and perceived learning and satisfaction. Overall, adult learners are satisfied with their distance teaching. A challenge facing adult distance education is to create a sense of social presence despite the high demand for flexibility. Thus, we explored learner perceptions of benefits and challenges in distance education and structured these into social, cognitive, spatio-temporal, emotional, and technical dimensions. Findings reveal that one challenge in the social dimension was a lack of connection with peers, and a benefit in the cognitive dimension referred to autonomy and self-regulation. These findings are important as educational institutions and policymakers may strive for high flexibility, which in turn may lead to lower group cohesion and a lack of social presence. [ABSTRACT FROM AUTHOR]

To contribute to the current knowledge, this research was conducted, perhaps for the first time, among 1354 Arab users of digital media platforms to investigate emoji as a social presence tool and how the variables of the gender, generation, and the sender's relationship to the receiver affect the usage and interpretation of the appropriateness of these graphical icons. Among the significant results of this study, generation and gender explained a significant amount of the variance in the frequency and motivation index. Interestingly, there was a significant, three-way interaction among senders' gender, raters' gender, and salience. The analysis also showed that the generation and relationship of the sender had a statistically significant effect on appropriateness ratings. [ABSTRACT FROM AUTHOR]

Customers' value co-creation behavior plays an essential role on brand pages, which many hospitality firms adopt to create value with customers. However, current understanding of the elements, drivers, and dynamics of such behavior is limited. Based on the value co-creation literature, motivation–opportunity–ability theory, and the dual identification framework, this study sought to bridge this knowledge gap. Specifically, this research clarified customer engagement behavior (CEB) and customer citizenship behavior (CCB) as respective in-role and extra-role behaviors of value co-creation and revealed their positive relationship. Structural equation modeling indicated that motivations (seeking assistance and diversion), social presence, and brand knowledge positively influenced CEB, which then affected CCB directly and indirectly through customer–brand identification. Moreover, functional benefits did not trigger meaningful CEB, and customer–community identification had a minimal impact on CCB. Overall, these insights can help practitioners manage their brand pages more effectively to co-create value with customers. [ABSTRACT FROM AUTHOR]

The crisis caused by COVID-19 has forced many vendors to consider alternative marketing strategies, such as live streaming on social commerce platforms. Social commerce live streaming involves using live streamers to endorse and sell products on their own social media accounts. Statistics show that this format can serve as a survival tool for vendors in exceptional circumstances. However, it is also a valuable opportunity to bring innovation and engagement to traditional e-commerce vendors. Based on a sample of 621 Chinese consumers, this empirical research proposes that features of live streamers (expertise, attractiveness, and humor) play an essential role in social commerce intention. At the same time, virtual friendship, emotional engagement, and platform attachment are antecedents of online purchasing intentions. It also contends that social presence interaction has a moderating effect on live s-commerce and that these elements together constitute a comprehensive model of live s-commerce. Our findings reveal that virtual friendship, platform attachment, and emotional engagement with live streamers are crucial for increasing buying intentions, and they confirm the mediation effect of social commerce intention and the moderating effect of social presence interaction. The practical and theoretical implications are pointed out to assist brands, managers, retailers, and e-marketplaces in developing effective marketing plans. [ABSTRACT FROM AUTHOR]

This qualitative study investigates learners' experiences in online international collaborative environments using both asynchronous and synchronous communication methods. Specifically, it focuses on the rewards, shortcomings, and difficulties learners encountered through posing critical questions about the nature of collaboration forms. Eight graduate interview participants completed two separate instructional technology courses, and an interpretive qualitative approach was used to deepen the understanding of the interview responses. The findings suggest a few key themes, primarily positive in nature, about the use of online international collaboration tools. While asynchronous communication platforms help to enhance, enrich, and expand course content, media-rich synchronous communication platforms allow learners to have a more significant sense of social presence, encouraging them to be more actively engaged in the learning environment. Synchronous communication platforms also help to enhance intercultural understanding and develop non-verbal communication skills. In addition to commentary about communication platforms, the participants expressed immense satisfaction with learning various skills (i.e., research and interpersonal skills, project planning, and digital literacy) in the international collaboration projects. Despite their success, the participants did encounter several challenges, most notably the incompatibility of their respective academic calendars. This is perhaps the most ubiquitous obstacle in the collegiate online collaborative learning environment. [ABSTRACT FROM AUTHOR]

This study examined the affordances of an online learning platform used in a Chinese university for online teaching and learning during the pandemic period. A usefulness theoretical perspective was adopted to examine three types of affordances of the platform, namely, educational affordances, social affordances, and technological affordances. Both quantitative and qualitative data were collected and analyzed, including survey questionnaires, observation, and semi-structured interviews. A range of educational affordances emerged from the results, including Representation, Resource sharing, Community-building, Promoting interaction, and Administration. However, despite the respondents' perceived ease of use of the platform, results indicate that the platform played a limited role in increasing learners' social presence. A framework for examining usefulness has been developed based on the results. Pedagogical implications are proposed and suggestions for future research are provided. [ABSTRACT FROM AUTHOR]

Principal Wilson is a first-year leader of a virtual high school. Following four years as an assistant principal in the brick-and-mortar school, she encounters unanticipated leadership challenges and policy dilemmas. Although discipline issues are nearly nonexistent, remote testing presents an ethical challenge. Moreover, she discovers that implementing the tenants of social presence is an unconditional requirement of a virtual school. In this case, the principal faces tough decisions when considering discipline for cheating, the lack of professional development for part-time teachers, and the potential effects of trauma-influenced behavior. This case explores the emerging field of virtual school principal leadership in the context of increasing online K–12 learning post-pandemic. [ABSTRACT FROM AUTHOR]

This study examined the effects of time pressure, reward, and information involvement on individual fact-checking behavior within a social media platform. We used a four-factor mixed-design experiment to examine fact-checking performances of 144 participants for 36 ambiguous social platform statements, all of which were news statements of social events or of common-sense knowledge collected from the internet and selected through pre-test screening. We measured the participants' total number of fact-checked statements and their judgment accuracy of those statements. We also measured participants' decision time for making judgments, and their judgment confidence levels. Participants' social presence, time pressure, and information involvement were significantly related to the number of statements they fact-checked. Their perceived social presence on a social media platform reduced their fact-checking. Time pressure increased the frequency of fact-checking and weakened the impact of social presence. Participants were less likely to fact-check statements when they had high involvement with the information, due to overconfidence. Statements with high information involvement had longer decision-making times. These findings provide a basis for designing ways to display and push information to increase an individual's awareness of a need to fact-check ambiguous information in a new social media environment. [ABSTRACT FROM AUTHOR]

By drawing from imagery and consumer choice theories, we examine how visuals of faces and social groups can foster behavioural intention and emotional effects in the case of nature tourism video marketing. We implemented an experimental study by creating three different videos with altering levels of human presence. Data were analysed using linear regression and partial least-squares path analysis methods. Unlike prior research had suggested, video content with fewer direct visuals of human beings was found to be more entertaining. Thus, scenery performed better than people as visuals in our destination marketing case. The visuals of faces and social groups had no effect on consumers' behavioural intention or emotions, even if they did arouse feelings of social presence. Behavioural intention was mainly associated with entertainment value, while social presence had only a minor effect. Gender, nationality and outdoor activity also affected the media effects of videos, showing them to be complex and context-dependent phenomena. [ABSTRACT FROM AUTHOR]

Destination marketing organizations (DMOs) have widely adopted virtual reality (VR) commercials to highlight attractions for potential tourists and encourage visitation. This study extends the stimulus-organism-response (SOR) model by incorporating telepresence and social presence as stimuli and elucidating these factors' possible interplay in jointly shaping users' cognition, affection, and (re)visit intentions. A 2 × 2 between-subjects experiment was conducted with a sample of 254 participants. Results showed that VR commercials with higher telepresence elicited stronger (re)visit intention, and this effect was mediated by cognition (i.e., education) and affection (i.e., entertainment, and esthetics). Such causal effects appeared stronger in contexts with lower levels of social presence. Findings offer valuable insight into the design of destination VR commercials. [ABSTRACT FROM AUTHOR]

Storytelling constitutes a promising tool in destination brand communication. Yet, although it also emerged as an important research field, studies on how individual story elements impact story persuasiveness are scant. This study investigates the impact of the storyteller as a narrative element (third person vs. first person) on tourist response. Findings show that first-person compared to third-person storytellers significantly increase engagement on social media, destination brand image, and tourist visit intentions. They further foster narrativity and social tone of text as well as tourist perceptions of narrative transportation and social presence. Processes of narrative transportation and social presence explain the effects of the storyteller on destination brand image and tourist visit intentions. Overall, the study expands our theoretical knowledge about organizational storytelling and supports destination managers in the design of effective destination brand stories. [ABSTRACT FROM AUTHOR]

This study investigates a mechanism of mediated intergroup contact effects that occurs through experiencing social presence of a stigmatized outgroup character. Conceiving narrative texts as a context for mediated intergroup contact, we experimentally test (N = 505) the effects of narrative perspective (first vs. third person) and the photograph of the outgroup protagonist (present vs. absent) on perceived social presence of the outgroup character. We further test whether experiencing the outgroup protagonist as socially present affects intergroup outcomes (i.e., perspective-taking, intergroup anxiety, outgroup knowledge, and outgroup attitudes). Findings indicate that first-person narratives are more effective than third-person narratives in inducing social presence of the stigmatized outgroup character; photos, unexpectedly, did not have such an effect. Social presence, in turn, plays a key role in facilitating positive intergroup outcomes from reading online narrative texts. The implications of our findings are discussed. [ABSTRACT FROM AUTHOR]

World of Warcraft (WoW) Classic (released August 2019) allows players to return to the original game experience. This study considers how WoW players experience game content through media nostalgia and sense of place and investigates how social presence impacts these components of experience. Survey questions addressed 306 participants' experiences in WoW, feelings of nostalgia and sense of place in Azeroth, and experiences with social presence in WoW ; open-ended questions were asked about their motivations to play WoW. Prior overall WoW experience and higher sense of social presence increase personal nostalgia scores (replicating previous research). Sense of place scores increased with higher sense of social presence but were overall lower for current WoW Classic players. Social presence proved an important component of both personal nostalgia and sense of place. These findings expand and extend researchers' understanding of the relationships between nostalgia, sense of place, and social presence within this unique site of study. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has allowed instructors, academicians, and administrators working at institutions of higher education to re-evaluate and re-envision teaching and learning processes. While literature surrounding issues associated with transition to online learning and students' satisfaction with online courses has started to emerge, there is paucity of work that addresses the gap in research—importance of faculty presence in online classes and how to build strong presence to create meaningful learning experiences for students especially as we continue to adapt to new normal and prepare for post-COVID world. With the primary focus on faculty presence in online classes, this article provides a comprehensive analysis of the effect of the pandemic on teaching and learning and how it influenced academic institutions worldwide. The importance of social, cognitive and teaching presence in online learning and how instructors can work towards building presence in online classes have been presented. The community of inquiry (COI) framework and how instructors can integrate this framework to build faculty presence in online classes has been described. Furthermore, research/evidence-based tips to engage learners and provide optimal learning experiences is presented. These findings may help faculty in applying COI to teaching and learning practices in the post-COVID educational world. This work is of value to faculty, administrators, and instructional designers who are preparing to teach and facilitate academic processes during the pandemic, post-vaccine stage and in the post-pandemic world. [ABSTRACT FROM AUTHOR]

The purpose of this qualitative case study is to examine the evidence of formal and informal learning of students in an undergraduate educational technology course for preservice teachers. The research question was, "How do undergraduate students in an educational technology course bridge formal and informal learning using Twitter?" The framework for this study was the Community of Inquiry. Directed content analysis was used on data extracted from Twitter. Key findings included, (1) evidence of cognitive, social, and teaching presence for students completing course activities using Twitter, that is, for their formal learning; and that (2) students developed competencies during formal course activities using Twitter that supported cognitive and social presence beyond the course requirements, that is, for their informal learning. [ABSTRACT FROM AUTHOR]

These days, many individuals engage in a unique form of TV viewing that includes a simultaneous act of watching television content and talking about it with others in a mediated environment. This phenomenon is commonly referred to as social TV viewing. Responding to the popularity of this form of TV viewing behavior, the present study examines the individual differences of the social TV viewing experience, particularly with regard to different communication platforms (e.g. private vs. public). Based on the data collected from an online survey, primary findings indicate that extroverted and lonely individuals have different social TV viewing experiences such as preferences for a particular type of platforms for social TV viewing. Further, social presence plays an important role in the understanding of social TV enjoyment in private and public platforms. [ABSTRACT FROM AUTHOR]

The coronavirus disease 2019 (COVID-19) pandemic has changed the landscape of higher education. As academic institutions across the world continue to deal with the global health crisis, there is a need to examine different instructional approaches including online, hybrid, and blended learning methods. This descriptive study provide an in-depth review of the history of blended learning, evolution of hybrid model of instruction, preparedness of faculty with minimal or no experience in online teaching, and lessons learned as faculty worked on navigating COVID-19 situation since early 2020. A fish-bone analysis, a visual and structured approach to identify possible causes of problem, has been used to present the problems faced by faculty during the pandemic. A detailed Strength–Weakness–Opportunities–Threat analysis of blended/hybrid learning has been presented. An evidence-based approach on how instructors can combine the best of both traditional and online instruction to offer engaging learning experiences for students has been described. This research provides valuable insights to faculty and administrators who are preparing to teach during a pandemic and making efforts to academically survive it. [ABSTRACT FROM AUTHOR]

It is essential for hotel marketers to better understand how human images—found in website photographs—are perceived by customers, and how such perceptions can affect customers' website experience and behavioral intentions. Given the lack of empirical studies related to the effects of human images and hotel website photographs, this study first assesses the influence of physical and social attraction evaluations—related to human images in hotel website photographs—on perceived social presence, in order to further examine the relationships between social presence, sociability, and booking intentions. Moreover, the moderating effects of background homophily, on the relationships between physical and social attraction and social presence, are also examined. This study, which adopts structural equation modeling and analyzes data collected from a sample of 417 U.S. travelers who have recently booked a hotel room directly through a hotel website, confirms all of the aforementioned relationships. [ABSTRACT FROM AUTHOR]

This study investigated the relationship between cultural influence and people's daily media choices. From the perspective of high-context and low-context culture, an online survey was conducted with 351 participants from China and America filling out questions about culture content, media richness, and daily media choices. Findings not only supported the general notion that China has a relatively high-context culture while the US is comparatively low on the scale, but also indicated that people in different cultures perceive the same communication medium differently. The current study also found out that the perceived media richness of a medium may have a negative impact on the likelihood that it would be chosen for communication. Possible reasons for these findings were explained from the perspective of media richness and social presence. This study suggested further research on variables of convenience, privacy and power distance regarding the utilization of various communication media in different contexts. [ABSTRACT FROM AUTHOR]

The role of virtual salesperson (VS) and the importance of customer reviews in facilitating online purchase decisions and sales have recently received much attention from technology companies, marketing practice professionals, and academics. However, customers' willingness to follow the purchase advice of the VS when there is a conflict between these recommendations and those of other online customers is less understood. This research theorizes and investigates the extent to which customers' relationship satisfaction with, and trust in, the VS helps explain customer willingness to follow VS advice in the context of recommendation conflict. Using four studies, our research explores how and when the VS's avatar design mitigates the negative influence of conflict. An important theoretical and managerial implication of this research is that VS avatar designs that are high in automated social presence (ASP) help reduce the negative impact of conflict. However, we find that ASP mitigates the negative effects of conflict only for avatars that score low (vs. high) on cuteness. [ABSTRACT FROM AUTHOR]

This article examines how young Chinese adults living in urban areas experience cunzaigan (a Chinese word that translates to 'sense of existence') through sharing mundane life moments on the social media platform—WeChat. We draw on the theories of social acceleration and social presence to interpret this practice and, in so doing, find that for our participants, cunzaigan signifies a subjective experience, testifying that they are here, providing a counterpoint to their mobile and fast-paced urban lives. Drawing on their experience of temporal social presence on WeChat, we contend that technological developments, which have been identified as a key motor of social acceleration, can also be harnessed as a resource to serve ontological and social purposes in an accelerated social context. In so doing, we address the role that everyday engagements with social media play in shaping the temporal nature of young people's lives. [ABSTRACT FROM AUTHOR]

This research investigates how potential customers evaluate a company response to negative online reviews. Integrating the literature on perceived justice in service recovery, social presence in online communications, and signaling in trust formation process, this research examines the effects of procedural justice, interactional justice, and social presence in the company's response to negative online reviews on potential customers' trust and purchase intentions toward a company. A 2 × 2 × 2 between-subject experimental design is utilized, and 410 participants are recruited through a consumer panels firm. Main results include the three-way interaction effect of procedural justice, interactional justice, and social presence on trust and the mediating effect of trust. Social presence exacerbates the negative effects on trust when both interactional justice and procedural justice are low in the company response. However, the social presence effect becomes small in increasing trust when both interactional justice and procedural justice are high in the company response. Trust mediates the relationship between customer perceptions of company response and purchase intentions. This research provides practical implications for hospitality companies on how to effectively respond to negative online reviews. [ABSTRACT FROM AUTHOR]

Research has shown that people's gaze is biased away from faces in the real world but towards them when they are viewed onscreen. Non-equivalent stimulus conditions may have represented a confound in this research, however, as participants viewed onscreen stimuli as pre-recordings where interaction was not possible compared with real-world stimuli which were viewed in real time where interaction was possible. We assessed the independent contributions of online social presence and ability for interaction on social gaze by developing the "live lab" paradigm. Participants in three groups (N = 132) viewed a confederate as (1) a live webcam stream where interaction was not possible (one-way), (2) a live webcam stream where an interaction was possible (two-way), or (3) a pre-recording. Potential for interaction, rather than online social presence, was the primary influence on gaze behaviour: participants in the pre-recorded and one-way conditions looked more to the face than those in the two-way condition, particularly, when the confederate made "eye contact." Fixation durations to the face were shorter when the scene was viewed live, particularly, during a bid for eye contact. Our findings support the dual function of gaze but suggest that online social presence alone is not sufficient to activate social norms of civil inattention. Implications for the reinterpretation of previous research are discussed. [ABSTRACT FROM AUTHOR]

Massive open online courses are one of the most prominent trends in higher education in recent years. Instructional videos play a significant role in the massive open online courses platform. This study tested the impact of sending danmaku related to video content versus sending danmaku not related to video content versus not sending danmaku in instructional video. We assessed students' achievement, learning satisfaction, social presence, and cognitive load. Adopting a quasi-experimental design, we collected data from 137 participants. Result revealed that the danmaku related to video content improved social presence, learning satisfaction, and learning achievement but created more cognitive load. [ABSTRACT FROM AUTHOR]

Virtual assistants are increasingly common on commercial websites. In view of the benefits they offer to businesses for improving navigation and interaction with the consumers, researchers and practitioners agree on the value of providing them with anthropomorphic characteristics. This study focuses on the effect of the voice of the virtual assistant. Although there are some studies of human–computer interaction in this field, there is no work that addresses the topic from a marketing perspective and compares the effect of a human voice versus a synthetic voice. Our findings show that consumers who interact with a virtual assistant with a human voice have a stronger impression of social presence than those interacting with a virtual assistant with a synthetic voice. The human voice also builds trust in the virtual assistant and generates stronger behavioural intentions. [ABSTRACT FROM AUTHOR]

Students are often encouraged to explain recently-taught information to others to enhance their learning in various settings including face-to-face in the classroom, through text, or in educational videos. However, nearly all studies on the impact of explaining things to others have focused on the effects of explaining to a less-knowledgeable peer, and have not considered the students’ own prior knowledge. The current study tested the interaction effects of students’ prior knowledge and the social identity of their audience on the students’ learning via explaining their new knowledge to others after viewing educational videos. We observed interaction effects on immediate learning performance, monitoring accuracy, and theta power while the students both watching videos and prepared to explain, but not on delayed learning performance or motivation. The current study highlights the fact that students with low prior knowledge learn more from an educational video when explaining the lesson to a peer than they do when explaining to a teacher after viewing. Our findings have implications on learning strategies which can be adopted when using educational videos in educational settings, specifically that students, especially those with low prior knowledge, should be encouraged to generate explanations of the lesson to share with their peers rather than with their teachers, as this will better enhance their working memory activity as they prepare to explain the educational videos. [ABSTRACT FROM AUTHOR]

This study considers sense of control and social presence as major design attributes and explores their influence on customers' affective responses and cognitive evaluations of e-services. In an experimental study, we constructed a hypothetical news portal offering varying levels of user control and social presence. Statistical analyses of the data indicate that websites designed to provide a greater sense of control and social presence result in greater pleasure and arousal among users, more positive evaluations of e-service quality, and stronger revisit intentions for the e-service platform. A well-designed website interface with an appropriate social presence and customizable interface appears to create an optimal online environment for offering desirable service experiences and thereby retaining customers. [ABSTRACT FROM AUTHOR]

Adult learners are taking advantage of the availability and convenience of online education. Mature learners in online higher education classrooms bring a wealth of experience filtered through cultural, generational, and socioeconomical differences. The purpose of this research was to explore community building in an online graduate course by tapping learners’ prior experience using an autobiographical memory exercise. The authors found that building social presence through course design contributed to increased communication and learning and encouraged an active and engaged online learning community. Recommendations for improving online learning communities provide educators with ideas for practice. [ABSTRACT FROM AUTHOR]

Today, the use of social network-based virtual learning communities is increasing rapidly in terms of knowledge management. An important dynamic of knowledge management processes is the knowledge sharing behaviors (KSB) in community. The purpose of this study is to examine the KSB of the students in a Facebook-based virtual community created within the scope of a class in terms of their social presence (SP) and transactional distance (TD) perceptions. Both SP and TD are important factors in the creation of a community feeling and in the interaction of the participants, and it is believed that these two factors will effect KSB in virtual communities. Data were gathered from 217 university students by using three scales: the KSB scale, the SP scale (subdimensions: interaction, ownership, and affective statements) and the TD scale (subdimensions: student-student [S-S] interaction, student-teacher [S-T] interaction, student-content [S-C] interaction, student-interface [S-I] interaction, and student-environment [S-E] interaction). The structural equation modeling showed that students' KSB were related to their SP and TD perceptions in the process of utilizing virtual learning communities. The results of the study indicate that each subdimension of SP and TD scales are significant predictors on KSB. Further researches and implications are explained and discussed. [ABSTRACT FROM AUTHOR]

Socially anxious individuals exhibit cognitive performance impairments; it is unclear whether this is due to trait differences in abilities or effects of the experimental context. This study sought to determine how social context, individual differences in fear of negative evaluation (FNE), and task difficulty interact to influence working memory performance as indicated by effectiveness (accuracy) and efficiency (reaction times). Participants (N = 61) performed the n-back task at 2-back and 3-back difficulty levels under three conditions: alone ("Anonymous"), in presence of a non-evaluative experimenter ("Presence"), and under explicit performance evaluation by the experimenter ("Threat"). Overall, participants showed improved accuracy during Threat, but only on 2-back trials. FNE was positively associated with longer reaction times during Threat on 3-back trials. FNE did not relate to accuracy, suggesting that threat-related impairments tied to social anxiety may alter efficiency rather than effectiveness. Thus, social anxiety may elicit cognitive performance impairments even in minimally evaluative environments. [ABSTRACT FROM AUTHOR]

This study applies theories of computer-mediated communication and human-computer interaction to the study of transactive memory systems (TMS; how small groups coordinate expertise, for which communication is the central mechanism) in video game teams. A large-scale survey (N = 18,627) of players from the small group video game League of Legends (LoL) combined with server-side data provided by Riot Games (the creators of LoL) was conducted to look at the relationship between TMS and win/loss outcome as well as the role of team size and past team member acquaintanceship on the formation of TMS, using social presence as a mediator. Results found that TMS was highly predictive of the likelihood of a team winning a game, and that while past team member acquaintanceship predicted TMS, team size did not. Furthermore, only two dimensions of social presence, copresence and perceived comprehension, were related to TMS. These two dimensions fully mediated the relationship between past team member acquaintanceship and TMS. [ABSTRACT FROM AUTHOR]

Drawing on recent developments in media entertainment research, this study examined the relationship between social question and answer (Q&A) websites use and users’ perceived enjoyment with the goal of expanding the line of research on the enjoyment of new and interactive forms of media entertainment. Special attention was paid to meaningfulness, self-presentation, and social presence, which were introduced as mediators. An online survey of users of a social Q&A website was carried out (N = 150). Results indicated an indirect effect of social Q&A websites usage on enjoyment through users’ meaningfulness, self-presentation success, and social presence. Theoretical implications and further directions were discussed in detail. [ABSTRACT FROM AUTHOR]

Social media channels are increasingly used by consumers to post complaints to companies. In contrast to traditional channels, the complaint and a firm’s recovery efforts are visible to passive observers who are virtually present. Additionally, these unaffected users may become involved by supporting a complainant with negative comments or by supporting the firm with positive comments, leading to interactive virtual presence (VP). We reveal that such VP affects how a complainant reacts to successful and unsuccessful service recovery. Based on social influence theory (SIT), we investigate the influence of a mere VP as well as interactive VP of positive and negative valence on the complainant’s satisfaction and purchase intentions and analyze the role of expertise of those who are virtually present. The results indicate that SIT is applicable to virtual environments but that restrictions apply. Specifically, mere VP enhances the effects of recovery success, but—in contrast to SIT—not the negative results of unsuccessful recovery, and interactive VP leads to attitude polarization. Moreover, high-expertise individuals who engage in positive (negative) interactions after unsuccessful (successful) recovery are deleterious. When experts disconfirm successful recovery, they have higher credibility and reduce confidence in the firm. However, in contrast to SIT, experts trying to mitigate unsuccessful recovery are perceived as less credible, which also reduces confidence. Overall, if service recovery via social media is successful, firms will benefit from VP. However, caution is advised when using expert users who may interfere with service recovery processes. [ABSTRACT FROM AUTHOR]

Although there is an increasing amount of research on support-seeking in cyberspace, very little is known about what features of online support-seeking can enhance the quality of received support. The present experiment examined how support-seekers’ use of cues to personal identity in their user profile can influence the level of person-centeredness and politeness in others’ responses to their support-seeking postings. Results showed that support-seekers whose user profile contained a portrait picture and a first name ID tended to receive higher person-centered and more polite support messages than support-seekers whose user profile did not contain those cues to personal identity. [ABSTRACT FROM AUTHOR]

The study described in this article aims to investigate the use of out-of-class communication between students and instructors using Facebook as a means of interaction for learning. How often/how much students use such an online social network and the clarification as to the reasons for online communication are the two exogenous variables used to measure the perceptions that students have about the impact of online social networking on their learning. How students perceive the quality of the content of student–instructor interaction on Facebook is treated as a mediating variable in the research model. How students perceive their performance is used as a proxy for their learning outcomes and is treated as the endogenous variable. A questionnaire was developed and used, and the analysis of the data gathered from the questionnaire was conducted using a measurement model and a structural model. The results of the study revealed that how often/how much students use an online social network and the reasons that they give for using online communication have a significant positive impact on how they perceive the quality of the content of student–instructor interaction on Facebook. In addition, the results demonstrated that the use of Facebook has a negative impact when it comes to the students’ perceptions of the quality of the content of student–instructor interaction on their perceived performance. [ABSTRACT FROM PUBLISHER]

The concept of social presence proposed in studies on communities of inquiry has highlighted both the importance and the challenges of integrating aspects such as affective and relational expressions among team members while solving collaborative learning tasks, in order to advance in a global comprehension of learning processes. This paper presents a theoretical and methodological proposal for tackling this issue from a socio-cultural perspective by analysing the participants' discourse in relation to expressions of selfcompetence (at an individual and group level) concerning the task and group cohesion (task cohesion and social cohesion). This proposal's potential is illustrated by the empirical results of a case study that analyses social presence during a collaborative work task by university students using the Moodle learning platform. [ABSTRACT FROM AUTHOR]

It has been common to use video records of instruction in teacher professional development, but participants have rarely been encouraged to evaluate teachers and students’ actions in those records, allegedly because evaluation deters from the development of a professional discourse. In this study, we inspected teachers’ online discussions of animations of classroom episodes realized with cartoon characters, looking at the difference in the content of conversation turns when members made evaluative comments and when they did not make evaluative comments. We were interested in finding out whether making evaluative comments correlated with participants’ reflection on their professional practice and proposal of alternative teaching actions; for that purpose we used systemic functional linguistics (SFL) to develop a coding scheme that attended to evaluation, alternatives, and reflection in forum discussions. We found statistically significant evidence that the more the participants actively evaluated the teaching in the animations, the more they proposed alternative teaching actions and reflected on instructional practice. We relate these findings to the notion of social presence in online discussions. [ABSTRACT FROM PUBLISHER]

The present experiment investigated (a) if exposure to a high profile politician’s Twitter page (vs. newspaper interview) affects the participants’ evaluations of him and his policies and (b) how their proclivity to get deeply immersed in a narrative and identify with the story characters (i.e., transportability) moderates such effects. Even though the messages were identical, exposure to the candidate’s Twitter page heightened the sense of direct conversation with him (i.e., social presence), which in turn induced more favorable impressions of and a stronger intention to vote for him among those high in transportability. Increased social presence also led to stronger agreement with the candidate’s policy statements among those espousing favorable attitudes toward him. However, those presented with the newspaper interview better recognized the issues mentioned and had fewer thoughts about the candidate, suggesting that people adopt medium-specific processing strategies, focusing more or less on the source (vs. issue). [ABSTRACT FROM PUBLISHER]

Social presence (represented by salience of instructor and fellow students) in an online teaching environment has been shown to influence perceptions of course activity and self-estimates of learning. An experiment is described here in which teacher presence is manipulated via personalized messages from the teaching assistant throughout the course. High presence was not associated with activity in class discussion, homework performance, or tests over the assigned readings. It is suggested that these results have clear implications for the interpretation of research using perceived as opposed to objectively measured course outcomes to evaluate social presence and teacher immediacy concepts. [ABSTRACT FROM PUBLISHER]

The meaning of social dimension of gaming for enjoyable and engaging game experiences is supported by an increasing amount of research. Nonetheless, this issue has rarely been studied in the context of serious games. This study attempts to narrow the knowledge gap in the understanding of collaborative serious game experiences and the relationship between the social dimension of gaming and core game experiences. The aim of this study is to empirically investigate what kinds of game experiences are generated when playing collaborative serious game and how the sense of social presence and the sociability of the environment are connected to the core game experience. Findings reinforce the idea that social presence is an essential part of game experience in multiplayer games. Results also showed that the sociability of the game and a sense of social presence are strongly connected to the various dimensions of the core game experience, including engagement, in the forms of flow and immersion. Thus, results indicate that the sociability of the game and sense of social presence seem to be potential factors in the emergence of positive and engaging game experiences, at least in the context of collaborative games. [ABSTRACT FROM AUTHOR]

Two studies investigated (a) how public figures’ interaction with their followers on social network sites (SNS) affects individuals’ impressions about and attitudes toward them, and (b) how individuals’ interpersonal orientation moderates such effects, if any. In Study 1, participants viewed either a famous actor’s Twitter page or a news article merely relaying his Tweets. Exposure to the Twitter page (vs. news article) induced stronger feelings of actual conversation (i.e., social presence) among less affiliative individuals, whereas the reverse was true for more socially proactive ones. Social presence, in turn, facilitated parasocial interaction with the target and heightened the participants’ willingness to watch his movie, with limited effects on their overall evaluation of the target. Study 2, which employed a lesser known local politician using a different microblogging service, replicated the advantage of SNS communication over the news article for socially reserved individuals, with no corresponding effect for more affiliative ones. [ABSTRACT FROM PUBLISHER]

Psychophysiological methodology has been successfully applied to investigate media responses, including the experience of playing digital games. The approach has many benefits for a player experience assessment—it can provide detailed, unbiased, and time-accurate data without interrupting the gameplay. However, gaming can be a highly social activity. This article extends the methodological focus from single player to include multiple simultaneous players. A physiological metric for investigating social experience within a shared gaming context is introduced: Physiological linkage is measured by gathering simultaneous psychophysiological measurements from several players. The authors review how physiological linkage may be associated with social presence among participants in various gaming situations or social contexts. These metrics provide such information about the interaction among participants that is not currently available by any other method. The authors discuss various measures used to calculate linkage, the related social processes, and how to use physiological linkage in game experience research. [ABSTRACT FROM PUBLISHER]

Little is known about the determinants of acceptance by the general public of virtual delivery of governmental services. The authors conduct an empirical study of the factors that influence the willingness of individuals to consent to a para-authentic virtual experience with a public sector employee as part of the delivery of a public service. This study is based on the theory of social presence and on the unified theory of acceptance and use of technology (UTAUT). The authors test these hypotheses using 224 questionnaires completed by persons who have filed a police report using synchronous video-mediated communication (VMC). This multiple regression analysis shows that four variables are likely to predict willingness to use virtual interaction as a part of the delivery of a public service: performance expectations, social presence, social influence, and anxiety. Two findings were especially interesting. First, affective predictors, as opposed to cognitive predictors, were found to be of increasing importance for the acceptance by the public of virtual service delivery. Second, social presence emerged as the strongest affective predictor. This study’s empirical findings support the a priori assumption that affective predictors, as opposed to cognitive predictors, are relatively more important in predicting the intention to use virtual technologies, when contrasted with conventional technologies. [ABSTRACT FROM AUTHOR]

The present study explores the role of personality in moderating the effect of public social context on self-control. The authors predicted that in public settings neuroticism would be associated with ego-depletion effects and individual differences in impression management (IM) would be associated with restoration effects. Three experiments supported the hypothesis. In Study 1 neuroticism was associated with impaired self-control and IM was associated with enhanced self-control following an initial phase of working on a simple task in public (vs. in private). Study 2 replicated and extended these results to other domains of self-control. Study 3 explored whether public social context can cancel out early depletion effects. In this study, depleted participants engaged in a task that required self-control either alone or in public. As expected, the public settings were associated with restored self-control resources mostly among high IM individuals. Implications for self-control, neuroticism, and IM are discussed. [ABSTRACT FROM AUTHOR]

Playing entertainment computer, video, and portable games, namely, digital games, is receiving more and more attention in academic research. Games are studied in different situations with numerous methods, but little is known about if and how the playing situation affects the user experience (UX) in games. In addition, it is hard to understand and study the psychology of UX in games. The objective of this study is to show how UX differs when the first-person shooter HALO is played in a laboratory and at home. To disclose this difference, a psychologically valid and multidimensional measurement framework is introduced. UX is profiled according to the level of the sense of presence, involvement, and flow in a between-subjects design. Statistically, the structure of the framework is grounded on a large and heterogeneous gamer data set (N = 2,182). The results showed that the profile of the sense of presence in the laboratory included higher levels of attention and arousal as compared with that of the natural environment. This finding was independent of any of the measured background variables. Other differences between the two situations were more related to the participants’ background. For example, gamers at home were more involved in the game and they felt a higher level of competence. No strong emotional differences between the two situations were found. The authors discuss the complex UX terminology and implications of the framework for implementation of learning games. [ABSTRACT FROM AUTHOR]

Technological advances of the 21st century are changing how people get news and what they expect from it. How a message is presented--as straight, opinionated, collaborative, or blog news--affects its credibility. This experiment suggests that the strongest predictor of article and organizational credibility online is the author's perceived expertise, but in today's digital age, that expertise is largely determined by the level of coorientation between the sender and receiver. [ABSTRACT FROM AUTHOR]

Computer games are now becoming ways to communicate, teach, and influence attitudes and behavior. In this article, we address the role of humor in computer games, especially in support of serious purposes. We begin with a review of the main theories of humor, including superiority, incongruity, and relief. These theories and their interrelationships do well in helping us understand the humor process, but they have been developed in the context of traditional human activity. To explore how they relate to computer games, we present the findings of a qualitative study of player experience of humor and show how it relates to the theoretical perspectives. We then review the main functions of humor, especially its effects on social, emotional, and cognitive behavior. We show how each of these functions can be used in game design to support the specific experiences and outcomes of game-play. Finally, we address the issue of serious games and make suggestions on how humor can inform and support the design of those games. We suggest that humor can support design by smoothing and sustaining the game mechanics. Moreover, games can draw on the functions of humor in the real world for enhancing communication, learning, and social presence. Using humor makes games richer and more powerful, as well as fun. [ABSTRACT FROM AUTHOR]

Social presence is a theory derived from social psychology to explain social interactions in a mediated communication and is defined as the degree to which interlocutors in a communications medium perceive each other as real. This study investigates the effect of computer-mediated communication on the social presence of international students who spoke English as a foreign language in two Web-based graduate courses offered in the United States and aims to explore how linguistic and cultural differences influenced their social presence. [ABSTRACT FROM AUTHOR]