Effect of Visualizing Social Interaction on Bulletin Board Systems to Enhance Social Presence of the User
Kouki Sato, Kanji Akahori, Dept. of Human System Science, Graduate School of Decision Sciences and Technology, Tokyo Institute of Technology, Japan
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
In this study, a social presence theory was examined to evaluate effectiveness of visualizing social interactions within computer mediated communication (CMC). The following three Bulletin Board Systems (BBS) were compared to investigate the relationship between visualizing interaction and enhancing the social presence of the user: a "time-series BBS" which displays writings in time-series; a "tree BBS" which displays relations between writings as a two dimensional tree structure; and a "special visualization system" in which the relation between writings is displayed as a three dimensional tree structure, and the learner's impression and popularity of a writing and the communication flow are visualized using color variations on a writing display. The results revealed significantly different social presence between the three systems, and suggest that the visualization of interaction might be a non-verbal cue to enhance social presence within the CMC context.
Sato, K. & Akahori, K. (2005). Effect of Visualizing Social Interaction on Bulletin Board Systems to Enhance Social Presence of the User. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 814-821). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)
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Impact of Social Presence in Computer-Mediated Communication to Effective Discussion on Bulletin Board System
Kouki Sato, Education Center for International Students, Nagoya University, Japan
EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 722–731
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