Video-mediated communication; psychological and communicative implications for advice on good practice

Abstract

This thesis investigates whether certain practices improve the use of video-mediated communication; specifically video-mediated gazing (the act of looking directly into the camera) and face-to-face familiarisation prior to video-mediated meetings. This is done through comparisons of conditions where such practices are employed and control conditions. The successful adoption of these practices is assessed using a multi-level approach: investigating the communicative process, participant perceptions and task outcome. Participant perceptions are directed towards assessing the media, assessing other participants using the media, perceptions of task performance and communicative success, and perceptions of social co-presence. In cases where task outcome is assessed, an objective measurement of performance is taken. Communicative process is assessed through investigating participants use of gazing behaviour and verbal aspects of process: for example turn length, dialogue length and the numper of interruptions. Verbal aspects of process are also measured using Conversational Games analysis, where the functions of participants' utterances are assessed. The results show that participants who gaze at the camera are perceived more favourably. Accompanying speech with video-mediated gazing also results in improved recall of information. Face-to-face familiarisation alters participant perceptions of others using the media and feelings of social co-presence. It is concluded that for certain applications (specifically social tasks) and with an appropriate level of training (specifically with the use of video-mediated gazing) the use of such strategies benefits video-mediated communication.