TY - JOUR
T1 - Students’ knowledge on emotion expression and recognition in computer-mediated communication
T2 - A comparative case study
AU - Keynan, Omer
AU - Brandel, Noa
AU - Slakmon, Benzi
N1 - Publisher Copyright:
© 2022 Elsevier Ltd
PY - 2022/11
Y1 - 2022/11
N2 - In this study, we explore processes of emotion expression and recognition in computer-mediated civic discussions in small groups. We ask what generates processes of emotion expression and recognition in digital discussions, what constitutes the emotion expression and recognition practices used in such contexts, and in what ways these practices are affected by medium. Ninety-eight participants took part in both written and video discussions and filled out questionnaires concerning their emotional experiences. Some of these participants were interviewed. A two-tiered thematic and linguistic analysis was applied to the data collected from the discussions and the interviews (totaling 7139 utterances). Findings reveal four generators giving rise to discussants' emotion expression and recognition processes, including firmness of the discussants' opinions and their cultural and religious background. Practices of emotion expression and recognition appear to vary substantially between written and face-to-face settings. For example, in the latter, participants rely heavily on tone of voice and facial expressions when recognizing others’ emotions, while in the former, because of the lack of non-verbal cues, discussants assign more weight to their own emotions, experiences, and background. Moreover, participants choose their words more carefully, and are more likely to delay their response or to remain silent when expressing their emotions in writing.
AB - In this study, we explore processes of emotion expression and recognition in computer-mediated civic discussions in small groups. We ask what generates processes of emotion expression and recognition in digital discussions, what constitutes the emotion expression and recognition practices used in such contexts, and in what ways these practices are affected by medium. Ninety-eight participants took part in both written and video discussions and filled out questionnaires concerning their emotional experiences. Some of these participants were interviewed. A two-tiered thematic and linguistic analysis was applied to the data collected from the discussions and the interviews (totaling 7139 utterances). Findings reveal four generators giving rise to discussants' emotion expression and recognition processes, including firmness of the discussants' opinions and their cultural and religious background. Practices of emotion expression and recognition appear to vary substantially between written and face-to-face settings. For example, in the latter, participants rely heavily on tone of voice and facial expressions when recognizing others’ emotions, while in the former, because of the lack of non-verbal cues, discussants assign more weight to their own emotions, experiences, and background. Moreover, participants choose their words more carefully, and are more likely to delay their response or to remain silent when expressing their emotions in writing.
KW - Adult learning
KW - Learning communities
KW - Media in education
UR - http://www.scopus.com/inward/record.url?scp=85135165788&partnerID=8YFLogxK
U2 - 10.1016/j.compedu.2022.104597
DO - 10.1016/j.compedu.2022.104597
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AN - SCOPUS:85135165788
SN - 0360-1315
VL - 189
JO - Computers and Education
JF - Computers and Education
M1 - 104597
ER -