Social Connectedness via SMS Texting Dominic Mentor
Abstract
Communication, Computing, and
Mobile phone short message service (SMS) or texting is a powerful personal tool that sustains social connectedness. Texting has surpassed mobile voice calling in the USA [8]. However, the power of texting remains untapped within work and educational arenas. This gap exists because there is a dearth in understanding the smaller yet crucial components that are part of successful texting communication. What is missing is an exploration of social connectedness through socio-emotional and cognitive load lenses. The latter facets have implications for the design and success of new texting services. This position paper will address this gap from three perspectives:
Technology in Education Teachers College, Columbia University Box 8, 525 W 120th Street New York, New York 10027-6696 Location: 322 Thompson Hall Phone: (212) 678 - 3344 Fax: (212) 678 - 8227
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Understanding social connectedness of texting Socio-emotional elements of texting (portable communities, co-presence) The cognitive elements inherent in texting (temporal, element interactivity)
Keywords social connectedness, mobile phone, SMS, texting, socio-emotional, portable communities, co-presence, cognitive load, temporality, element interactivity Copyright is held by the author/owner(s). CHI 2010, April 10–15, 2010, Atlanta, Georgia, USA. ACM 978-1-60558-930-5/10/04.
ACM Classification Keywords B.4 Input/Output and Data Communications B.4.0 General, B.4.1 Data Communications Devices
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Introduction Text messaging is part of the new digital media. It is an accessible technology that helps promote social connectedness. Social connectedness can be defined as the momentary exchanges and long-term relationships people have with others [7, 14]. The concept of social connectedness is important in people’s lives as it affects feelings of association. Through texting, people can feel less lonely and more allied in terms of their interpersonal relationships. In other words, social connectedness refers to the feeling of being part of a community and not isolated. A community that interacts through text messages could positively be made aware of others’ situation and well-being. Texting technology affords near-synchronous contact with a simultaneously virtual and real community. This may potentially engender strong feelings of connectedness among members of one’s immediate texting community. Depending on the context, positive outcomes could abound if the common practice of texting can be re-purposed in a text message service that addresses certain groups. Texting can be harnessed for the production and successful maintenance of reciprocal interpersonal relationships. It can also be utilized for better business support amongst managers and colleagues, as well as motivation amongst students at various levels. Specific individuals and groups, such as teachers and students, geographically distant family members, managers and colleagues may benefit from social connectedness through texting. However, social connectedness via texting is contingent upon socio-emotional factors that establish portable communities [1] and co-presence [10] as well as cognitive load factors of temporality and element interactivity. These are important, practical and theoretical considerations for re-purposing one-to-one texting to a one-to-many service. People generally communicate with a select few on their mobile phone [6]. A new trend suggests a change in texting patterns.
This may indicate that people use texting as a screening agent and for ephemeral, on-the-go relationships [3, 4].
Portable Communities via Texting There are many ways in which an individual can seek out and promote a feeling of social connectedness: face-to-face interactions, telephone calls, emails, online social media networks and text messaging. The texting phenomenon operates from favorable factors ranging from easy access, relatively low learning curve and affordability. However, text messaging is a relatively new and an under researched form of communication in terms of social connectedness. Text messages are generally sent to a small network of family and friends. This portable community can be reached out to via text message exchanges thus producing socio-emotional reciprocity. Texting offers a discreet means to connect with others who are near or geographically distant. Apart from being able to transcend time and place, and discreetly text rather than talk in a public space, the convenience of texting adds an extra dimension to conversations. Texting enables people to exchange snippets of information that does not necessitate a full voice call. Texting can function as a precursor to, or extension of longer voice conversations. Reciprocal texting conversations can cultivate social connectedness. For the most part, text messages have become an accepted and almost daily method of communication. People are tapping into the communicative possibilities of the medium and creating purpose and relevance for themselves as either senders or receivers. In the process, they are maintaining a sense of connectedness to family, friends and colleagues.
Temporality in Texting Text message exchanges with significant time gaps strain both the communicative and cognitive processes. A response delay from the text message
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receiver to become a responder inhibits successful communication. This delay will in turn hinder potential feelings of social connectedness. The researcher uses Husserl’s juncture of ‘retention’ and ‘protention’ to describe response lag time variance to highlight the importance of temporal factors as articulated by Varela [13]. Using Varela’s interpretation and applying it to text messaging shows how temporality can ease the flow between cognitive retention and texting communication. Consequently, the effectiveness of the interaction between the texting parties is premised in an almost near synchronous reciprocity. The timing of text message responses is crucial. It will be more so as when a student is in need of help with a quiz or when a colleague requires information. If the delay is too long, then the context or reference of that message could be lost. With inappropriate timing, a text message will unnecessarily increase cognitive processing demands as the reader is forced to remember the context and circumstances of the message. The wait in response time can also cause speculations. Was the message delivered? Did the recipient decide not to reply? How should the sender interpret the non-response? The delay does cause an interruption in this virtual conversation and sows uncertainty. The wait for a response to a text message can be frustrating. The implications of these may lead to over processing. This could result in the production of defective patterns of communication, affecting the micro-moments of social bonds. The asynchronous and near-synchronous nature of text messaging, as opposed to the synchronous voice conversation, is a dominant determining factor in either reinforcing or reducing cognitive stress. The closer the time gaps are of the text communications, the less chance there is for communication breakdown [9]. The temporality of the cognitive processing is also related to how the user interacts with the device used to send and receive text messages. This cognitive load theory (CLT) expansion
refers to how a user selectively organizes and integrates new information [5, 12]. Selecting-Organizing-Integrating theory New language permutations are on the rise within the texting medium. These ever changing language configurations can promote or hamper social connectedness. Using the Selecting-OrganizingIntegrating (SOI) theory of active learning can aid an understanding for re-purposing texting. These processes include paying attention to the presented material, mentally organizing a coherent structure, and integrating with existing knowledge [5]. Specifically this applies to the input and output as well as the production of new word forms and schemas that occur as a result of the dynamic permutations of the texting language [11]. Different keypads, screen sizes and interfaces, as well as texting permutations, could be problematic. Specific groups might use exclusive texting terms of abbreviations that might not be understood by somebody outside of a group [2]. Additional deciphering requires additional cognitive load. In summary, it is important to examine the design of communicative interaction afforded through new texting services. Texting is at times a more discreet, less intrusive means of communication. As a more subtle means of mobile communication, it is important in people’s daily routines because it connects people to their networks of friends, family and colleagues. These socio-emotional factors will be explored to show their importance for efficient and effective texting practices within businesses and educational texting initiatives. CLT is also used to study texting variations to see for an impact on this form of communication. The purpose is to understand how texting mediates social connectedness through successful communication exchanges.
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