Journal articles: 'Online interaction analysis'

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Zayabalaradjane, Zayapragassarazan, and Thomas V. Chacko. "Interaction Analysis of FAIMER Mentor-Learner Web Online Collaborative Learning Session." Malaysian Online Journal of Educational Technology 8, no. 2 (April 1, 2020): 12–27. http://dx.doi.org/10.17220/mojet.2020.02.002.

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Meredith, Joanne. "Conversation Analysis and Online Interaction." Research on Language and Social Interaction 52, no. 3 (July 3, 2019): 241–56. http://dx.doi.org/10.1080/08351813.2019.1631040.

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Meredith, Joanne. "Conversation analysis, cyberpsychology and online interaction." Social and Personality Psychology Compass 14, no. 5 (April 23, 2020): 285–94. http://dx.doi.org/10.1111/spc3.12529.

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Hussain, Zaheer, and Mark D. Griffiths. "A Qualitative Analysis of Online Gaming." International Journal of Cyber Behavior, Psychology and Learning 4, no. 2 (April 2014): 41–57. http://dx.doi.org/10.4018/ijcbpl.2014040104.

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The popularity of Massively Multi-Player Online Role-Playing Games (MMORPGs) has risen dramatically over the last decade. Some gamers spend many hours a day in these virtual environments interacting with other gamers, completing quests, and forming social groups. The present study set out to explore the experiences and feelings of online gamers. The study comprised 71 interviews with online gamers (52 males and 19 females) from 11 different countries. Many themes emerged from the analyses of the interview transcripts including (i) engaging in social interaction, (ii) being part of a community, (iii) learning real-life skills, (iv) gaining in-game rewards, (v) playing never-ending games (vi) escaping from real life, (vii) playing longer than intended, and (viii) being obligated towards other gamers in-game. These findings specifically showed the many positives of online gaming (including the social interaction and the community aspects of belonging) as well as the in-game features within MMORPGs that in some cases can lead to excessive online gaming. The implications of these findings are discussed in relation to previous qualitative and quantitative research in the area.

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Baek, Seung Ik, and Young Min Kim. "Longitudinal analysis of online community dynamics." Industrial Management & Data Systems 115, no. 4 (May 11, 2015): 661–77. http://dx.doi.org/10.1108/imds-09-2014-0266.

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Purpose – The purpose of this paper is to explore the dynamics of an online community by examining its participants’ centrality measures: degree, closeness, and the betweenness centrality. Each centrality measure shows the different roles and positions of an individual participant within an online community. To be specific, this research examines how an individual participant’s role and position affects her/his information sharing activities within an online community over time. Additionally, it investigates the differences between two different online communities (a personal interest focussed community and a social interest focussed community), in terms of the interaction patterns of participants. Design/methodology/approach – For this research, the authors collected log files from Korean online discussion communities (café.naver.com) using a crawler program. A social network analysis was used to explore the interaction patterns of participants and calculate the centrality measures of individual participants. Time series cross-sectional analysis was used to analyze the effects of the roles and the positions on their information sharing activities in a longitudinal setting. Findings – The results of this research showed that all three centrality measures of an individual participant in previous time periods positively influenced his/her information sharing activity in the current periods. In addition, this research found that, depending on the nature of the discussion issues, the participants showed different interaction patterns. Throughout this research, the authors explored the interaction patterns of individual participants by using a network variable, the centrality, within a large online community, and found that the interaction patterns provided strong impact on their information sharing activities in the following months. Research limitations/implications – To investigate the changes of participant’s behaviors, this study simply relies on the numbers of comments received and posted without considering the contents of the comments. Future studies might need to analyze the contents of the comments exchanged between participants, as well as the social network among participants. Practical implications – Online communities have developed to take a more active role in inviting public opinions and promoting discussion about various socio-economic issues. Governments and companies need to understand the dynamics which are created by the interactions among many participants. This study offers them a framework for analyzing the dynamics of large online communities. Furthermore, it helps them to respond to online communities in the right way and in the right time. Social implications – Online communities do not merely function as a platform for the free exchange and sharing of personal information and knowledge, but also as a social network that exerts massive influence in various parts of society including politics, economy, and culture. Now online communities become playing an important role in our society. By examining communication or interaction behaviors of individual participants, this study tries to understand how the online communities are evolved over time. Originality/value – In the area of online communities, many previous studies have relied on the subjective data, like participant’s perception data, in a particular time by using survey or interview. However, this study explores the dynamics of online communities by analyzing the vast amount of data accumulated in online communities.

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Watson, Mohinder, Susi Peacock, and Derek Jones. "The analysis of interaction in online focus groups." International Journal of Therapy and Rehabilitation 13, no. 12 (December 2006): 551–57. http://dx.doi.org/10.12968/ijtr.2006.13.12.22471.

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Thawonmas, Ruck, Keisuke Yoshida, Jing-Kai Lou, and Kuan-Ta Chen. "Analysis of revisitations in online games." Entertainment Computing 2, no. 4 (January 2011): 215–21. http://dx.doi.org/10.1016/j.entcom.2011.01.003.

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Gunawardena, Charlotte N., Constance A. Lowe, and Terry Anderson. "Analysis of a Global Online Debate and the Development of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing." Journal of Educational Computing Research 17, no. 4 (December 1997): 397–431. http://dx.doi.org/10.2190/7mqv-x9uj-c7q3-nrag.

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This study attempts to find appropriate interaction analysis/content analysis techniques that assist in examining the negotiation of meaning and co-construction of knowledge in collaborative learning environments facilitated by computer conferencing. The authors review strengths and shortcomings of existing interaction analysis techniques and propose a new model based on grounded theory building for analyzing the quality of CMC interactions and learning experiences. This new Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing was developed after proposing a new definition of “interaction” for the CMC context and after analyzing interactions that occurred in a Global Online Debate. The application of the new model for analysis of collaborative construction of knowledge in the online debate and in a subsequent computer conference are discussed and future research suggested.

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Soukal, Ivan. "Novel Interaction Cost Analysis Applied to Bank Charges Calculator." Computers 8, no. 3 (September 4, 2019): 64. http://dx.doi.org/10.3390/computers8030064.

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This paper presents an online calculator for bank charges, motivated by information asymmetry in the market for payment accounts. The calculator provides users with a personalized list of the most suitable bank accounts based on required services and monthly fee criteria. This paper outlines the conceptual foundation, workflows, and matrix of the data for the underlying logic of the calculator, as well as the design of the user interface. The proposed calculator was validated by performing an interaction cost analysis. This paper presents a novel methodology for conducting this analysis, including rules for expressing interactions in graphs for the objective evaluation of the usability of the user interface. Scenarios were defined and analyzed with the intended goal of choosing the best bank account. The interaction cost analysis then confirmed the differences in cost between traditional approaches (interacting with various web interfaces) and using a specialized online service (the calculator). The consistency of the layout and navigation contributed significantly to the final results being in favor of the proposed bank charges calculator. These conclusions are applicable not just within the selected market, but also in many others that are prone to problems arising from price information asymmetry.

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van Eck, Christel W., Bob C. Mulder, and Art Dewulf. "Online Climate Change Polarization: Interactional Framing Analysis of Climate Change Blog Comments." Science Communication 42, no. 4 (July 28, 2020): 454–80. http://dx.doi.org/10.1177/1075547020942228.

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While increasingly more is known about how to reframe the relevance of climate change, much less is known about how people deal with situations in which they are confronted with frames that are incompatible with their own frames. The current research conducts an interactional framing analysis to investigate how users in climate change blog comments interactively construct the meaning of issues, identities and relationships, and their interactions. Results show that most framing differences start with issue framing but thereafter shift to identity and relationship or process framing. Finally, users mostly deploy polarizing interaction strategies to deal with these framing differences.

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Abouzeid, Enjy, Rebecca O'Rourke, Yasser El-Wazir, Nahla Hassan, Rabab Abdel Ra'oof, and Trudie Roberts. "Interactions between learner’s beliefs, behaviour and environment in online learning: Path analysis." Asia Pacific Scholar 6, no. 2 (May 4, 2021): 38–47. http://dx.doi.org/10.29060/taps.2021-6-2/oa2338.

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Introduction: Although, several factors have been identified as significant determinants in online learning, the human interactions with those factors and their effect on academic achievement are not fully elucidated. This study aims to determine the effect of self-regulated learning (SRL) on achievement in online learning through exploring the relations and interaction of the conception of learning, online discussion, and the e-learning experience. Methods: A non-probability convenience sample of 128 learners in the Health Professions Education program through online learning filled-out three self-reported questionnaires to assess SRL strategies, the conception of learning, the quality of e-Learning experience and online discussion. A scoring rubric was used to assess the online discussion contributions. A path analysis model was developed to examine the effect of self-regulated learning on achievement in online learning through exploring the relations and interaction among the other factors. Results: Path analysis showed that SRL has a statistically significant relationship with the quality of e-learning experience, and the conception of learning. On the other hand, there was no correlation with academic achievement and online discussion. However, academic achievement did show a correlation with online discussion. Conclusion: The study showed a dynamic interaction between the students’ beliefs and the surrounding environment that can significantly and directly affect their behaviour in online learning. Moreover, online discussion is an essential activity in online learning.

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Johnsen, Jan–Are K., Jan H. Rosenvinge, and Deede Gammon. "Online group interaction and mental health: An analysis of three online discussion forums." Scandinavian Journal of Psychology 43, no. 5 (December 2002): 445–49. http://dx.doi.org/10.1111/1467-9450.00313.

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Balaman, Ufuk. "Sequential organization of hinting in online task-oriented L2 interaction." Text & Talk 39, no. 4 (July 26, 2019): 511–34. http://dx.doi.org/10.1515/text-2019-2038.

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Abstract This study aims to explore the sequential organization of hinting in an online task-oriented L2 interactional setting. Although hinting has been studied within conversation analysis literature, it has not yet been treated as a distinct type of social action. With this in mind, the study sets out to describe the sequential environment of hinting through the unfolding of the action with pre-hinting sequences initiated through the deployment of interrogatives, knowledge checks, and past references; maintained with base hinting sequences initiated through blah blah replacements, designedly incomplete utterances, and metalinguistic clues; and finally progressively resolved with screen-based hinting. Based on the examination of screen-recorded video-mediated interactions (14 hours) of geographically dispersed participants using multimodal conversation analysis, this study provides insights for an overall understanding of the interactional trajectory of hinting as a context-specific social action and contributes to research on L2 interaction in online settings.

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Moon, Joo Yeon, Huy Kang Kim, and Jiyoung Woo. "Churn Prediction in Online Games through User Interaction Analysis." KIISE Transactions on Computing Practices 24, no. 9 (September 30, 2018): 433–41. http://dx.doi.org/10.5626/ktcp.2018.24.9.433.

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Yu, Szde. "Using Mixed Methods to Understand the Positive Correlation between Fear of Cyberbullying and Online Interaction." International Journal of Virtual Communities and Social Networking 8, no. 3 (July 2016): 29–36. http://dx.doi.org/10.4018/ijvcsn.2016070103.

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This study examines the relationship between online interaction and fear of cyberbullying. A mixed method approach is adopted to explore not only the statistical correlation between them, but also the qualitative meaning behind this correlation. The quantitative analysis reveals a positive correlation between these two constructs, suggesting a higher level of fear of cyberbullying is associated with more frequent online interactions. Although seemingly fear of cyberbullying does not reduce online interaction, the qualitative analysis reveals how fear of cyberbullying might still impact online interaction.

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Kim, In-Hye, and Sook-Ki Choi. "Analysis of Online Interaction Patterns in Online Debate of High School Students through SNA." Institute of Brain-based Education, Korea National University of Education 10, no. 4 (December 31, 2020): 419–30. http://dx.doi.org/10.31216/bdl.2020.10.4.419.

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Kim, In-Hye, and Sook-Ki Choi. "Analysis of Online Interaction Patterns in Online Debate of High School Students through SNA." Institute of Brain-based Education, Korea National University of Education 10, no. 4 (December 31, 2020): 419–30. http://dx.doi.org/10.31216/bdl.2020.10.4.419.

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Ditchfield, Hannah. "Behind the screen of Facebook: Identity construction in the rehearsal stage of online interaction." New Media & Society 22, no. 6 (September 11, 2019): 927–43. http://dx.doi.org/10.1177/1461444819873644.

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Social media platforms such as Facebook have been understood to present new possibilities for interaction. Yet, there have been concerns surrounding the reducing quality of our interaction and conversation. Such debates, however, have not considered the pre-post dimension of online environments: that is, the preparatory work that occurs to online posts before they are shared with their audience. Based on real-time recordings of Facebook Messenger interactions, this article asks what the pre-post perspective tells us about the quality of our interactions online. The analysis is theoretically informed by Goffman and methodologically by conversation analysis and addresses this question with a specific focus on processes of identity construction and face. In presenting innovative screen capture data, this article argues against claims that our interaction online is declining in quality instead showing the ways users perfect their online posts by elaborating a new stage of online communication: the ‘rehearsal’ stage.

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Nguyen, Thin, Dinh Phung, Bo Dao, Svetha Venkatesh, and Michael Berk. "Affective and Content Analysis of Online Depression Communities." IEEE Transactions on Affective Computing 5, no. 3 (July 1, 2014): 217–26. http://dx.doi.org/10.1109/taffc.2014.2315623.

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Yuan, Peiyan, Hai Yu, and Ping Liu. "Analysis of Student Online Interaction Behavior: A Social Relationship Perspective." EAI Endorsed Transactions on e-Learning 5, no. 18 (March 12, 2019): 156835. http://dx.doi.org/10.4108/eai.12-3-2019.156835.

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Satar, H. Müge. "Meaning-making in online language learner interactions via desktop videoconferencing." ReCALL 28, no. 3 (July 29, 2016): 305–25. http://dx.doi.org/10.1017/s0958344016000100.

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AbstractOnline language learning and teaching in multimodal contexts has been identified as one of the key research areas in computer-aided learning (CALL) (Lamy, 2013; White, 2014).1 This paper aims to explore meaning-making in online language learner interactions via desktop videoconferencing (DVC) and in doing so illustrate multimodal transcription and analysis as well as the application of theoretical frameworks from other fields. Recordings of learner DVC interactions and interviews are qualitatively analysed within a case study methodology. The analysis focuses on how semiotic resources available in DVC are used for meaning-making, drawing on semiotics, interactional sociolinguistics, nonverbal communication, multimodal interaction analysis and conversation analysis. The findings demonstrate the use of contextualization cues, five codes of the body, paralinguistic elements for emotional expression, gestures and overlapping speech in meaning-making. The paper concludes with recommendations for teachers and researchers using and investigating language learning and teaching in multimodal contexts.

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Berglund, Therese Örnberg. "Multimodal student interaction online: an ecological perspective." ReCALL 21, no. 2 (May 2009): 186–205. http://dx.doi.org/10.1017/s0958344009000184.

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AbstractThis article describes the influence of tool and task design on student interaction in language learning at a distance. Interaction in a multimodal desktop video conferencing environment, FlashMeeting, is analyzed from an ecological perspective with two main foci: participation rates and conversational feedback strategies. The quantitative analysis of participation rates shows that as far as verbal interaction is concerned, multimodality did not have an equalizing effect in this context, contradicting previous research on multimodal student interaction. Additionally, the qualitative analysis of conversational feedback strategies shows that whereas some multimodal strategies were employed, the students did not manage to fully act upon the communicative affordances of the tool, as the feedback ratio during and after the often long broadcasts was relatively low. These findings are related to task and tool design and the article discusses how design improvements in these areas might result in a more constructive language learning ecology.

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Sert, Olcay, and Ufuk Balaman. "Orientations to negotiated language and task rules in online L2 interaction." ReCALL 30, no. 3 (February 2, 2018): 355–74. http://dx.doi.org/10.1017/s0958344017000325.

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AbstractRecent research shows that negotiation of meaning in online task-oriented interactions can be a catalyst for L2 (second/foreign/additional language) development. However, how learners undertake such negotiation work and what kind of an impact it has on interactional development in an L2 are still largely unknown mainly due to a lack of focus on task engagement processes. A conversation analytic investigation into negotiation of meaning (NoM) in task-oriented interactions can bring evidence to such development, as conversation analysis (CA), given its analytic tools, allows us to see how participant orientations in interaction evolve over time. Based on an examination of screen-recorded multiparty online task-oriented interactions, this study aimed to describe how users (n=8) of an L2 (1) negotiate and co-construct language and task rules and (2) later show orientations to these rules both in the short term (50 minutes) and in the long term (8 weeks). The findings showed that in addition to negotiating existing rules, the learners co-constructed new rules around an action called policing, which occurred when the learners attended to the breach of language and task rules. Furthermore, even after the negotiation work was completed, they oriented to negotiated rules through policing their own utterances (i.e. self-policing). Overall, this interactional continuum (from other-repairs to self-repairs) brought longitudinal evidence to bear on the role of NoM in the development of L2 interactional competence. These findings bring new insights into NoM, technology-mediated task-based language teaching (TBLT), and CA for second language acquisition (SLA).

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Ferreira, Deller James, Tatiane F. N. Melo, and Luciana Oliveira Berretta. "Case Study of a Blind Computer Graphics Student's Online Interactions." International Journal of Information and Communication Technology Education 17, no. 1 (January 2021): 72–87. http://dx.doi.org/10.4018/ijicte.2021010105.

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Previous research points that computer-supported collaborative learning is an educational approach that suits blind students, because they have high verbal capacity. The authors believe that both sighted and blind students may gain from knowledge sharing, transactions on collaborative tasks, and being aware of distinct cognitive aspects, ideas, and activities, due to different behaviors, perceptions, and backgrounds. To unveil new insights concerning this assumption, they present an exploratory case study that provides an analysis of one blind undergraduate computer graphics student's online interactions during collaborative learning. They approached a qualitative technique to analyze results obtained from the blind student participation and interaction in discussions. The analysis of a blind student interactions, participation, and interaction patterns revealed emotional and deep relationships that implied in profitable interactions, knowledge construction, and better blind and sighted students' performance.

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Khasanah, Yunita Uswatun. "A Pragmatic Analysis of Efl Learners’ Social Media Interaction." JETLe (Journal of English Language Teaching and Learning) 1, no. 1 (October 31, 2019): 27. http://dx.doi.org/10.18860/jetle.v1i1.7751.

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As a new and emerging venue of interaction, social media provide an ample opportunity for EFL learners to practice their English mastery and to enhance their socio-pragmatic awareness. However, even though some social media attempt to accommodate and mimic offline communications through their features, there are still technological and platform affordance and constraints that limit what users can do to get their message across. This situation makes a pragmatic analysis of online communication using offline measure a naïve endeavor. To confirm this notion, this paper borrows concepts from relevance theory pertaining to L1 and L2 pragmatics to reveal the patterns of online communication of 43 EFL learners in their social media interaction. The results show that there is a different pattern between online and offline interaction where they share a non-prototypical model of communication, the process of context and meaning construction, as well as their attempt to compensate for what the platform is lacking in accommodating their communication need.

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Thormann, Joan, Samuel Gable, Patricia Seferlis Fidalgo, and George Blakeslee. "Interaction, critical thinking, and social network analysis (SNA) in online courses." International Review of Research in Open and Distributed Learning 14, no. 3 (July 5, 2013): 294. http://dx.doi.org/10.19173/irrodl.v14i3.1306.

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This study tried to ascertain a possible relationship between the number of student moderators (1, 2, and 3), online interactions, and critical thinking of K-12 educators enrolled in an online course that was taught from a constructivist approach. The course topic was use of technology in special education. Social network analysis (SNA) and measures of critical thinking (Newman, Webb, & Cochrane, 1995) were used to research and assess if there was a difference in interaction and critical thinking between 1, 2, or 3 student moderators who facilitated a forum discussion of an assignment in an online course. The same course was repeated over three years. Each year either 1, 2, or 3 students moderated. The analysis indicated more discussion per non-moderating student with the three student moderated group. Using SNA we found that there was only one noticeable difference among the three groups which was in the value of network centralization. Using critical thinking measures the three student moderator group scored higher in five of the eight critical thinking categories. Variations in instructor presence in the online courses may have influenced these findings.

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Bai, Bing, Rongfeng Zou, H. C. Stephen Chan, Hongchun Li, and Shuguang Yuan. "MolADI: A Web Server for Automatic Analysis of Protein–Small Molecule Dynamic Interactions." Molecules 26, no. 15 (July 30, 2021): 4625. http://dx.doi.org/10.3390/molecules26154625.

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Protein–ligand interaction analysis is important for drug discovery and rational protein design. The existing online tools adopt only a single conformation of the complex structure for calculating and displaying the interactions, whereas both protein residues and ligand molecules are flexible to some extent. The interactions evolved with time in the trajectories are of greater interest. MolADI is a user-friendly online tool which analyzes the protein–ligand interactions in detail for either a single structure or a trajectory. Interactions can be viewed easily with both 2D graphs and 3D representations. MolADI is available as a web application.

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Mayende, Godfrey, Andreas Prinz, Ghislain Maurice Norbert Isabwe, and Paul Birevu Muyinda. "Learning Groups in MOOCs: Lessons for Online Learning in Higher Education." International Journal of Engineering Pedagogy (iJEP) 7, no. 2 (May 19, 2017): 109. http://dx.doi.org/10.3991/ijep.v7i2.6925.

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when there is interaction within online learning groups, meaningful learning is achieved. Motivating and sustaining effective student interactions requires planning, coordination and implementation of curriculum, pedagogy and technology. For our aim to understand online learning group processes to identify effective online learning group mechanisms, comparative analysis was used on a massive open online course (MOOC) run in 2015 and 2016. Qualitative (interaction on the platform) and quantitative (survey) methods were used. The findings revealed several possible ways to improve online learning group processes. This paper concludes that course organization helped in increasing individual participation in the groups. Motivation by peers helped to increase sustainability of interaction in the learning groups. Applying these mechanisms in higher education can make online learning groups more effective.

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Kuo, Yu-Chun, Andrew E. Walker, Brian R. Belland, and Kerstin E. E. Schroder. "A predictive study of student satisfaction in online education programs." International Review of Research in Open and Distributed Learning 14, no. 1 (January 10, 2013): 16. http://dx.doi.org/10.19173/irrodl.v14i1.1338.

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This paper is intended to investigate the degree to which interaction and other predictors contribute to student satisfaction in online learning settings. This was a preliminary study towards a dissertation work which involved the establishment of interaction and satisfaction scales through a content validity survey. Regression analysis was performed to determine the contribution of predictor variables to student satisfaction. The effects of student background variables on predictors were explored. The results showed that learner-instructor interaction, learner-content interaction, and Internet self-efficacy were good predictors of student satisfaction while interactions among students and self-regulated learning did not contribute to student satisfaction. Learner-content interaction explained the largest unique variance in student satisfaction. Additionally, gender, class level, and time spent online per week seemed to have influence on learner-learner interaction, Internet self-efficacy, and self-regulation.

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Lyles, Annmarie A., Colleen Loomis, Scherezade K. Mama, Sameer Siddiqi, and Rebecca E. Lee. "Longitudinal analysis of virtual community perceptions of cohesion: The role of cooperation, communication, and competition." Journal of Health Psychology 23, no. 13 (September 14, 2016): 1677–88. http://dx.doi.org/10.1177/1359105316667794.

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Online, virtual group interactions may help adherence to health promotion programs. The purpose of this study was to explore longitudinal relationships among dimensions of group cohesion and group-interaction variables to inform and improve group-based strategies within programs aimed at promoting physical activity in virtual communities. In all, 56 online virtual users completed a group dynamics–based physical activity promotion intervention and assessments of group cohesion and group interaction at baseline and 4 weeks. Friendly competition and cooperation were consistently strong predictors of cohesion. Facilitating a sense of friendly competition and cooperation may increase engagement in physical activity programs by bolstering group cohesion.

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Tengku Sharif, Tengku Intan Suzila, Mohd Yusri Mohamad Noor, and Siti Rohana Omar. "POLITENESS IN ONLINE COMMUNICATION: RETAILER-CLIENT INTERACTION." Humanities & Social Sciences Reviews 7, no. 2 (March 19, 2019): 233–39. http://dx.doi.org/10.18510/hssr.2019.7226.

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Purpose of the study: The paper aims to unfold politeness in online communication among retailers and clients and debates some ways where cultural values of communication can be taught and thus re-learned. Methodology: The qualitative approach was adopted where discourse analysis method used to review and analyse the updates and comments from Facebook and WhatsApp of conveniently collected data for this study. Main Findings: The study suggest a deterioration of cultural values in communication is at an alarming level among retailers and clients in online communication. Applications of this study: The study will benefit online businesses. Area of studies include business management and communication. Other sub- areas include culture and ethic relations. Novelty/Originality of this study: The study is new to Malaysian business context where multi-racial and multilingual environment play significant roles.

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Liu, Helen K. "An analysis of online interaction in idea generation for public policies." Information Polity 22, no. 2-3 (October 20, 2017): 117–35. http://dx.doi.org/10.3233/ip-170411.

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Wang, Fen, Baoxing Song, Dengyun Li, Xing Zhao, Yaotian Miao, Pengfei Jiang, and Deli Zhang. "PPIPP: an online protein-protein interaction network prediction and analysis platform." International Journal of Data Mining and Bioinformatics 14, no. 4 (2016): 305. http://dx.doi.org/10.1504/ijdmb.2016.075819.

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Jeong, Allan C. "The Sequential Analysis of Group Interaction and Critical Thinking in Online." American Journal of Distance Education 17, no. 1 (March 2003): 25–43. http://dx.doi.org/10.1207/s15389286ajde1701_3.

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Blankenburg, H., F. Ramirez, J. Buch, and M. Albrecht. "DASMIweb: online integration, analysis and assessment of distributed protein interaction data." Nucleic Acids Research 37, Web Server (June 5, 2009): W122—W128. http://dx.doi.org/10.1093/nar/gkp438.

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Zhu, Erping. "Interaction and cognitive engagement: An analysis of four asynchronous online discussions." Instructional Science 34, no. 6 (November 2006): 451–80. http://dx.doi.org/10.1007/s11251-006-0004-0.

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Hung, Min-Ling. "Online Learning Readiness." International Journal of Technology and Human Interaction 12, no. 1 (January 2016): 51–62. http://dx.doi.org/10.4018/ijthi.2016010104.

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The purpose of this study was to examine whether online students' course-related readiness would undergo changes between midterm exams and final exams, and which student-readiness factors might predict students' willingness to take an online course again. The analysis used survey data from 217 students enrolled in an online course that was presented three times over three consecutive semesters. The results of this study were as follows: (1) an increase in communication self-efficacy and a decrease in learner control and in motivation for learning from middle of the semester to the end of the semester; (2) communication self-efficacy and learning motivation were statistically significant predictors of the students' willingness to take future online courses.

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Kiesling, Scott F., Umashanthi Pavalanathan, Jim Fitzpatrick, Xiaochuang Han, and Jacob Eisenstein. "Interactional Stancetaking in Online Forums." Computational Linguistics 44, no. 4 (December 2018): 683–718. http://dx.doi.org/10.1162/coli_a_00334.

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Language is shaped by the relationships between the speaker/writer and the audience, the object of discussion, and the talk itself. In turn, language is used to reshape these relationships over the course of an interaction. Computational researchers have succeeded in operationalizing sentiment, formality, and politeness, but each of these constructs captures only some aspects of social and relational meaning. Theories of interactional stancetaking have been put forward as holistic accounts, but until now, these theories have been applied only through detailed qualitative analysis of (portions of) a few individual conversations. In this article, we propose a new computational operationalization of interpersonal stancetaking. We begin with annotations of three linked stance dimensions—affect, investment, and alignment—on 68 conversation threads from the online platform Reddit. Using these annotations, we investigate thread structure and linguistic properties of stancetaking in online conversations. We identify lexical features that characterize the extremes along each stancetaking dimension, and show that these stancetaking properties can be predicted with moderate accuracy from bag-of-words features, even with a relatively small labeled training set. These quantitative analyses are supplemented by extensive qualitative analysis, highlighting the compatibility of computational and qualitative methods in synthesizing evidence about the creation of interactional meaning.

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van Braak, Marije, Mike Huiskes, Sven Schaepkens, and Mario Veen. "Shall We All Unmute? A Conversation Analysis of Participation in Online Reflection Sessions for General Practitioners in Training." Languages 6, no. 2 (April 12, 2021): 72. http://dx.doi.org/10.3390/languages6020072.

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The COVID-19 pandemic has induced many changes to education in many contexts. In this study, we describe how general practitioners in training (residents) accomplish participation in collaborative reflection sessions conducted on Zoom. In this online setting, taking part in interactions is understood to be crucial to the creation of educational value. To study forms of participation used on Zoom, we recorded three group reflection sessions and examined them with Conversation Analysis. We focused on how participation is shaped by and is contingent upon the affordances of the online environment. Our analyses show that participants explicitly orient to the interactional accomplishment of participation in frameworks that change in the various phases of case discussion. Participants establish new procedures to deal with both familiar and sometimes new problems of participation introduced by the online environment. We describe these procedures in detail to contribute to the understanding of the accomplishment of participation through situated practices such as embodied talk-in-interaction. The findings can serve training purposes in online education across both medical and non-medical curricula.

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Okdie, Bradley M., Rosanna E. Guadagno, Petia K. Petrova, and Wyley B. Shreves. "Social Influence Online." International Journal of Interactive Communication Systems and Technologies 3, no. 1 (January 2013): 20–31. http://dx.doi.org/10.4018/ijicst.2013010102.

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This study examined the extent to which communicator salience manipulated by varying communication modes, authority-based social influence, and gender affect persuasion in online environments by utilizing a 2 by 2 between subjects design. Participants of the experiment were either presented with an authority-based influence attempt or no influence attempt. They then engaged in a persuasive interaction with a same-sex confederate via computer-mediated communication (CMC) or face-to-face. Results revealed that men in the Authority condition who interacted via CMC were more persuaded then men in the Peer condition who interacted via CMC. Additionally, men reported more confidence when interacting via CMC and reported that their decision was more influenced by the confederate online. Moreover, perceptions of the confederate varied by gender and communication mode. Analysis suggests that authority based influence tactics via CMC are more effective for men than for women.

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Shang, Lili, Meiyun Zuo, Dan Ma, and Qinjun Yu. "The Antecedents and Consequences of Health Care Professional–Patient Online Interactions: Systematic Review." Journal of Medical Internet Research 21, no. 9 (September 25, 2019): e13940. http://dx.doi.org/10.2196/13940.

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Background Online health care services effectively supplement traditional medical treatment. The development of online health care services depends on sustained interactions between health care professionals (HCPs) and patients. Therefore, it is necessary to understand the demands and gains of health care stakeholders in HCP-patient online interactions and determine an agenda for future work. Objective This study aims to present a systematic review of the antecedents and consequences of HCP-patient online interactions. It seeks to reach a better understanding of why HCPs and patients are willing to interact with each other online and what the consequences of HCP-patient online interactions are for health care stakeholders. Based on this, we intend to identify the gaps in existing studies and make recommendations for future research. Methods In accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a systematic retrieval was carried out from the Web of Science, PubMed, and Scopus electronic databases. The search results were confined to those papers published in English between January 1, 2000 and June 30, 2018. Selected studies were then evaluated for quality; studies that did not meet quality criteria were excluded from further analysis. Findings of the reviewed studies related to our research questions were extracted and synthesized through inductive thematic analysis. Results A total of 8440 records were found after the initial search, 28 papers of which were selected for analysis. Accessibility to HCPs, self-management, and unmet needs were the main triggers for patients to participate in online interaction. For HCPs, patient education, career needs, and self-promotion were the major reasons why they took the online approach. There were several aspects of the consequences of HCP-patient online interactions on health care stakeholders. Consequences for patients included patient empowerment, health promotion, and acquisition of uncertain answers. Consequences for HCPs included social and economic returns, lack of control over their role, and gaining more appointments. HCP-patient online interactions also improved communication efficiency in offline settings and helped managers of online health care settings get a better understanding of patients’ needs. Health care stakeholders have also encountered ethical and legal issues during online interaction. Conclusions Through a systematic review, we sought out the antecedents and consequences of HCP-patient online interactions to understand the triggers for HCPs and patients to participate and the consequences of participating. Potential future research topics are the influences on the chain of online interaction, specifications and principles of privacy design within online health care settings, and roles that sociodemographic and psychological characteristics play. Longitudinal studies and the adoption of text-mining method are worth encouraging. This paper is expected to contribute to the sustained progress of online health care settings.

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Kim, Sung-Hwan, and Hwan-Gue Cho. "User–Topic Modeling for Online Community Analysis." Applied Sciences 10, no. 10 (May 14, 2020): 3388. http://dx.doi.org/10.3390/app10103388.

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Analyzing user behavior in online spaces is an important task. This paper is dedicated to analyzing the online community in terms of topics. We present a user–topic model based on the latent Dirichlet allocation (LDA), as an application of topic modeling in a domain other than textual data. This model substitutes the concept of word occurrence in the original LDA method with user participation. The proposed method deals with many problems regarding topic modeling and user analysis, which include: inclusion of dynamic topics, visualization of user interaction networks, and event detection. We collected datasets from four online communities with different characteristics, and conducted experiments to demonstrate the effectiveness of our method by revealing interesting findings covering numerous aspects.

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Garcia, David, Arvid Kappas, Dennis Küster, and Frank Schweitzer. "The dynamics of emotions in online interaction." Royal Society Open Science 3, no. 8 (August 2016): 160059. http://dx.doi.org/10.1098/rsos.160059.

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We study the changes in emotional states induced by reading and participating in online discussions, empirically testing a computational model of online emotional interaction. Using principles of dynamical systems, we quantify changes in valence and arousal through subjective reports, as recorded in three independent studies including 207 participants (110 female). In the context of online discussions, the dynamics of valence and arousal is composed of two forces: an internal relaxation towards baseline values independent of the emotional charge of the discussion and a driving force of emotional states that depends on the content of the discussion. The dynamics of valence show the existence of positive and negative tendencies, while arousal increases when reading emotional content regardless of its polarity. The tendency of participants to take part in the discussion increases with positive arousal. When participating in an online discussion, the content of participants' expression depends on their valence, and their arousal significantly decreases afterwards as a regulation mechanism. We illustrate how these results allow the design of agent-based models to reproduce and analyse emotions in online communities. Our work empirically validates the microdynamics of a model of online collective emotions, bridging online data analysis with research in the laboratory.

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Khvatova, Tatiana, and Svetlana Dushina. "Scientific Online Communication." International Journal of Technology and Human Interaction 17, no. 2 (April 2021): 79–103. http://dx.doi.org/10.4018/ijthi.2021040105.

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This paper presents the results of research aimed at studying the interrelations of scientists' online communications and their real academic achievements using the example of ResearchGate (RG). The goals of the study are to discover the spectrum of communication practices of RG users and define the influence of institutional factors and demographic characteristics on the users' network activity. The sample consisting of 4800 RG profiles is composed using a web scraping approach. Cluster analysis of the data reveals three clusters of RG users according to these practices (‘representation' and ‘exchange'). The study found that neither age nor status influence the network activity. However, ranking the institutional affiliation of users demonstrated the influence of institutional factors on their network behaviour. The verified results of the present research essentially contribute to the understanding of how a scientist should use the advantages of the network in his/her professional activity, and how to overcome institutional limits which inhibit academic advancement.

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Segura, VinÍcius, and Simone D. J. Barbosa. "BONNIE: Building Online Narratives from Noteworthy Interaction Events." ACM Transactions on Interactive Intelligent Systems 11, no. 3-4 (December 31, 2021): 1–31. http://dx.doi.org/10.1145/3423048.

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Nowadays, we have access to data of unprecedented volume, high dimensionality, and complexity. To extract novel insights from such complex and dynamic data, we need effective and efficient strategies. One such strategy is to combine data analysis and visualization techniques, which are the essence of visual analytics applications. After the knowledge discovery process, a major challenge is to filter the essential information that has led to a discovery and to communicate the findings to other people, explaining the decisions they may have made based on the data. We propose to record and use the trace left by the exploratory data analysis, in the form of user interaction history, to aid this process. With the trace, users can choose the desired interaction steps and create a narrative, sharing the acquired knowledge with readers. To achieve our goal, we have developed the BONNIE ( Building Online Narratives from Noteworthy Interaction Events ) framework. BONNIE comprises a log model to register the interaction events, auxiliary code to help developers instrument their own code, and an environment to view users’ own interaction history and build narratives. This article presents our proposal for communicating discoveries in visual analytics applications, the BONNIE framework, and the studies we conducted to evaluate our solution. After two user studies (the first one focused on history visualization and the second one focused on narrative creation), our solution has showed to be promising, with mostly positive feedback and results from a Technology Acceptance Model ( TAM ) questionnaire.

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Wang, Xiaohui, and Dion Hoe-Lian Goh. "Components of game experience: An automatic text analysis of online reviews." Entertainment Computing 33 (March 2020): 100338. http://dx.doi.org/10.1016/j.entcom.2019.100338.

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Park, Sunghyun, Han Suk Shim, Moitreya Chatterjee, Kenji Sagae, and Louis-Philippe Morency. "Multimodal Analysis and Prediction of Persuasiveness in Online Social Multimedia." ACM Transactions on Interactive Intelligent Systems 6, no. 3 (October 17, 2016): 1–25. http://dx.doi.org/10.1145/2897739.

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Anderson, Bodi. "Massive Multiplayer Online Role Playing Games and Interaction." International Journal of Virtual and Personal Learning Environments 5, no. 2 (April 2014): 28–39. http://dx.doi.org/10.4018/ijvple.2014040103.

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This current study examines the need for operational definitions of the concept of interaction in distance education studies. It is proposed that a discourse analysis of linguistic features conversation noted as being representative of interaction can be used to operationalize interaction in synchronous CMC. This study goes on compare two different registers: an internet chat register, and a Massive Multiplayer Online Role Playing Game register to explore the theoretical claim that such virtual world environments have higher levels of interaction. Overall findings exhibit that MMORPGs have higher amount of linguistic features characteristic of interaction. Evidence points to MMORPGs being more interactive and also supportive of collaborative interaction.

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Justitia, Army, Rini Semiati, and Nadhila Ramadhini Ayuvinda. "Customer Satisfaction Analysis of Online Taxi Mobile Apps." Journal of Information Systems Engineering and Business Intelligence 5, no. 1 (April 25, 2019): 85. http://dx.doi.org/10.20473/jisebi.5.1.85-92.

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Background: High number of complaints that have been filed about the performance of online taxi services has prompted research on customer satisfaction factor analysis. Substantial research has addressed customer satisfaction factors in online taxi services, but none of them investigated the satisfaction in using the mobile apps.Objective: This study aims to find out the level of customer satisfaction and customer satisfaction factors in the online taxi mobile app services.Methods: This study is quantitative in nature, using questionnaires and purposive sampling method. The Customer Satisfaction Index (CSI) and Important-Performance Analysis (IPA) were used to determine the customer satisfaction factors, with the variables being route detection, connection, interaction, content, and service quality; as well as customer satisfaction, customer’s complaint, and customer loyalty. The data was processed using SPSS software.Results: The results showed that the level of customer satisfaction was 76.117% and fell into Cause of Concern category. This means that the system performance did not meet customer expectations. The results also showed that the best three factors in online taxi mobile apps are route detection, interaction, and content quality. Meanwhile, the factors that caused customer dissatisfaction were connection and service quality. The variables that led to satisfaction need to be maintained and the variables that did not were in Quadrant 1.Conclusion: The customer satisfaction was low so it is advisable that the companies immediately take an action to improve their performance and revise their strategic planning. In doing so, they must prioritize the attributes which have the biggest gap because these are the ones that will improve customer satisfaction.

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Miwa, Nobue, and Yuping Wang. "Online Interaction Between On-Campus and Distance Students." International Journal of Computer-Assisted Language Learning and Teaching 1, no. 3 (July 2011): 54–69. http://dx.doi.org/10.4018/ijcallt.2011070104.

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This paper addresses postgraduate students’ perspectives toward online interaction between on-campus and distance students through online collaboration tools such as online discussion boards and Wikis. Data were collected from eight interview participants and 29 written survey respondents. Seven interrelated categories capturing the main features of on-campus students’ perspectives were generated from the data using a sequential mixed method approach, namely, a quantitative survey approach both preceded and followed by qualitative interviews. Among these categories, on-campus students’ “unwillingness” to participate in online interaction with their distance peers emerged as the core phenomenon. Drawing on the analysis of these data, this article identifies the major impediments to active online interaction and collaboration and puts forward three recommendations for promoting more frequent interaction between distance and on-campus students.

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Journal articles on the topic 'Online interaction analysis'

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