Serkan Celik (Hacettepe University, Ankara, Turkey) published in Information Technology and People Volume 32 Issue 6 (2019)
Abstract
Purpose
The purpose of this paper is to explore internet users’ experiences of cyberhate in the aspects of ethnicity, religion, sexual preference and political perspective.
Design/methodology/approach
Researchers employed an exploratory survey method to examine internet users’ experiences of cyberhate. The participants of the study were determined by purposive sampling methods to attain maximum variety among internet users with high-level digital literacy skills. The data were collected from 355 internet users affiliated with two universities in Turkey and the USA using a personal data form and a survey (Cyberhate Experience Survey) of which reliability and validity indexes were ensured.
Findings
The results indicated that participants have observed and experienced cyberhate at different levels targeting their ethnic, religious, gender-based and political identities. The findings also pointed out that gender, income and socio-political identities are significant variables on exposure to cyberhate regardless of cultural and educational boundaries. The majority of survey respondents reported that they had encountered cyberhate mostly on social media platforms.
Social implications
The findings of the study imply that to address the hate speech problem comprehensively, the author must enlighten people, change their way of thinking and broaden their perspectives by using measures such as intercultural dialogue, critical thinking, media literacy, education on tolerance and diversity.
Originality/value
This research was intended to contribute into the need to elaborate on various aspects of cyberhate, which is shared by academics, thinkers, journalists and educators. It may also serve to clarify how frequently internet users encounter hateful content and harassment online, which can have social consequences and influence young people’s trust to other people.
Showing posts with label computer-mediated_communication. Show all posts
Showing posts with label computer-mediated_communication. Show all posts
Friday, 22 November 2019
Friday, 6 April 2018
What Words Can’t Say: Emoji and other non-verbal elements of technologically-mediated communication
an article by Alexis M. Elder (University of Minnesota Duluth, Minnesota, USA) published in Journal of Information, Communication and Ethics in Society Volume 16 Issue 1 (2018)
Abstract
Purpose
This paper aims to survey the moral psychology of emoji, time-restricted messaging and other non-verbal elements of nominally textual computer-mediated communication (CMC). These features are increasingly common in interpersonal communication. Effects on both individual well-being and quality of intimate relationships are assessed. Results of this assessment are used to support ethical conclusions about these elements of digital communication.
Design/methodology/approach
Assessment of these non-verbal elements of CMC is framed in light of relevant literature from a variety of fields, including neuroscience, behavioral economics and social psychology. The resulting ethical analysis is informed by both Aristotelian and Buddhist virtue ethics.
Findings
This paper finds that emoji and other nonverbal elements of CMC have positive potential for individual well-being and interpersonal communication. They can be used to focus and direct attention, express and acknowledge difficult emotions and increase altruistic tendencies.
Research limitations/implications
This paper is conceptual, extrapolating from existing literature to investigate possibilities rather than reporting on novel experiments. It is not intended to substitute for empirical research on use patterns and their effects. But by identifying positive potential, it can help both users and designers to support individual and relational well-being.
Practical implications
The positive effects identified here can be incorporated into both design and use strategies for CMC.
Social implications
Situating ethical analysis of these trending technologies within literature from the social sciences on the effects of stylized faces, disappearing messages and directed attention can help us both understand their appeal to users and best practices for using them to enrich our social lives.
Originality/value
The paper uses empirically informed moral psychology to understand a deceptively trivial-looking phenomenon with wide-ranging impacts on human psychology and relationships.
Acknowledgments
This paper has been adapted from a chapter from a forthcoming book Friendship, Robots, and Social Media: False Friends and Second Selves by Alexis Elder (Routledge, 2018).
I simply had to look up moral psychology. Wikipedia, which I find is usually accurate about scientific subjects, tells me that moral psychology is a field of study in both philosophy and psychology.
https://en.wikipedia.org/wiki/Moral_psychology
an article by Alexis M. Elder (University of Minnesota Duluth, Minnesota, USA) published in Journal of Information, Communication and Ethics in Society Volume 16 Issue 1 (2018)
Abstract
Purpose
This paper aims to survey the moral psychology of emoji, time-restricted messaging and other non-verbal elements of nominally textual computer-mediated communication (CMC). These features are increasingly common in interpersonal communication. Effects on both individual well-being and quality of intimate relationships are assessed. Results of this assessment are used to support ethical conclusions about these elements of digital communication.
Design/methodology/approach
Assessment of these non-verbal elements of CMC is framed in light of relevant literature from a variety of fields, including neuroscience, behavioral economics and social psychology. The resulting ethical analysis is informed by both Aristotelian and Buddhist virtue ethics.
Findings
This paper finds that emoji and other nonverbal elements of CMC have positive potential for individual well-being and interpersonal communication. They can be used to focus and direct attention, express and acknowledge difficult emotions and increase altruistic tendencies.
Research limitations/implications
This paper is conceptual, extrapolating from existing literature to investigate possibilities rather than reporting on novel experiments. It is not intended to substitute for empirical research on use patterns and their effects. But by identifying positive potential, it can help both users and designers to support individual and relational well-being.
Practical implications
The positive effects identified here can be incorporated into both design and use strategies for CMC.
Social implications
Situating ethical analysis of these trending technologies within literature from the social sciences on the effects of stylized faces, disappearing messages and directed attention can help us both understand their appeal to users and best practices for using them to enrich our social lives.
Originality/value
The paper uses empirically informed moral psychology to understand a deceptively trivial-looking phenomenon with wide-ranging impacts on human psychology and relationships.
Acknowledgments
This paper has been adapted from a chapter from a forthcoming book Friendship, Robots, and Social Media: False Friends and Second Selves by Alexis Elder (Routledge, 2018).
I simply had to look up moral psychology. Wikipedia, which I find is usually accurate about scientific subjects, tells me that moral psychology is a field of study in both philosophy and psychology.
https://en.wikipedia.org/wiki/Moral_psychology
Tuesday, 8 January 2013
Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education
an article by Vehbi Celik and Etem Yesilyurt (Mevlana University, Selcuklu/Konya, Turkey) published in Computers & Education Volume 60 Issue 1 (January 2013)
Abstract
There is a large body of research regarding computer supported education, perceptions of computer self-efficacy, computer anxiety and the technological attitudes of teachers and teacher candidates.
However, no study has been conducted on the correlation between and effect of computer supported education, perceived computer self-efficacy, computer anxiety and attitude to technology and which additionally explains their relationship to each other.
This research is conducted in order to test the effect levels among the latent variables of attitude to technology, perceived computer self-efficacy, computer anxiety and the attitude toward doing computer supported education and these latent variables’ ratios to each other.
For this, eight hypotheses were developed in light of theoretical information by reviewing the literature.
This research is done by using Technology Attitude Scale, Perceived Computer Self-Efficacy Scale, Computer Anxiety Scale and The Attitude Scale toward Applying Computer Supported Education.
The participant group of the research consists of 471 pre-service teachers.
Exploratory factor analyses of scales were analysed via SPSS 16.0 software. For the confirmatory factor analyses of scales and the structural equation modelling, AMOS 17.0 software was used.
The most significant finding of this study is that attitude to technology, perceived computer self-efficacy and computer anxiety are important predictors of teacher candidates’ attitude toward using computer supported education.
Highlights
► Effect levels and exploration rate among technology attitude, computer self-efficacy were tested.
► In addition computer anxiety and the attitude toward doing computer supported education.
► Exploratory and confirmatory factor analyses and the structural equation modeling were used.
► Technology Attitude, Perceived Computer Self-Efficacy, Computer Anxiety Scales were used.
► Computer supported education attitude is predicted by this variable.
Figures and tables from this article
Abstract
There is a large body of research regarding computer supported education, perceptions of computer self-efficacy, computer anxiety and the technological attitudes of teachers and teacher candidates.
However, no study has been conducted on the correlation between and effect of computer supported education, perceived computer self-efficacy, computer anxiety and attitude to technology and which additionally explains their relationship to each other.
This research is conducted in order to test the effect levels among the latent variables of attitude to technology, perceived computer self-efficacy, computer anxiety and the attitude toward doing computer supported education and these latent variables’ ratios to each other.
For this, eight hypotheses were developed in light of theoretical information by reviewing the literature.
This research is done by using Technology Attitude Scale, Perceived Computer Self-Efficacy Scale, Computer Anxiety Scale and The Attitude Scale toward Applying Computer Supported Education.
The participant group of the research consists of 471 pre-service teachers.
Exploratory factor analyses of scales were analysed via SPSS 16.0 software. For the confirmatory factor analyses of scales and the structural equation modelling, AMOS 17.0 software was used.
The most significant finding of this study is that attitude to technology, perceived computer self-efficacy and computer anxiety are important predictors of teacher candidates’ attitude toward using computer supported education.
Highlights
► Effect levels and exploration rate among technology attitude, computer self-efficacy were tested.
► In addition computer anxiety and the attitude toward doing computer supported education.
► Exploratory and confirmatory factor analyses and the structural equation modeling were used.
► Technology Attitude, Perceived Computer Self-Efficacy, Computer Anxiety Scales were used.
► Computer supported education attitude is predicted by this variable.
Figures and tables from this article
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