Face-to-face interaction has been studied both within sociology and linguistics, as well as withinother disciplines. Often has the perspective been too narrow, something which is not compatiblewith the diverse and dynamic nature of this type of interaction. This narrow view prevents fullunderstanding of interaction. Within this theoretical paper it is suggested that face-to-faceinteraction has to be studied with a broad perspective; when studying face-to-face interaction itis necessary to acknowledge its dynamic nature and therefore it is necessary to combineknowledge from different disciplines. Within this paper, I combine theories from linguistics andsociology in order to gain a broader perspective upon interaction. What has been missing fromearlier research upon face-to-face interaction and upon the competence needed to participatein such interaction is not the knowledge of the different features of interaction but a will toconnect them all. Existing concepts for describing the competence needed in order to be ableto interact have often failed to describe the dynamic, multi-faceted nature of interaction; therehas been a tendency to try to explain everything with just one factor. Within this paper, amore covering concept of the competence needed of an interactant within face-to-faceinteraction is proposed and sketched; a concept which I name Interaction Competence. Thiscompetence is the knowledge and abilities needed of an interactant in order to be able tointeract with others. This concept, which can be a valuable analytical tool for analyzing faceto-face interaction, has Dell Hymes’ concept of Communicative Competence and ErvingGoffman’s and Ann Warfield Rawls’ concept of Interaction Order as building-blocks andconsists of four main areas of competence: Control Body, Command Language, HandleSocio-cultural Knowledge and Understand Interaction Order. Within this paper also the affectof two interactant-external factors: the context and acceptability. Both are found to be highlyrelevant for the Interaction Competence of an interactant, thus the need for acknowledging therole of sufficient and acceptable Interaction Competence is seen. / <p>Presenterades (utöver uppsatsseminariet) inom ramen för Sociologiska Institutionens IMER (Internationella Migration Etniska Relationer)-seminarium</p>

Virtual teams have emerged as a result of development in communication technologies and the inevitability for companies to compete in the global market. Differentiating features between traditional and virtual teams are minimal face-to-face interaction and a predominant use of technology-enabled communication. The objectives of this research were to investigate critical factors that contribute towards virtual team success and to further assess the role played by trust, communication, conflict and knowledge. Quantitative data collection methodology was employed for this research, using self-administered questionnaires. A total of 64 responses were received from a sample of 75. Most respondents were from South Africa (47%), while the remaining 53% were from India, United Kingdom and China. Four research questions were formulated based on gaps identified during the literature review. Factor analysis was performed by adding the outcomes of each factor and ranking them in descending order to determine the factor that was highly ranked. Based on this analysis, the study concluded that feedback about how well each team member was doing should be viewed as how well the entire team is doing. Moreover, the ability of team members to make good decisions and establishment of interim deadlines linked with celebration of the milestones, were also ranked as critical factors towards virtual teams success. / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted

Social networking sites such as Twitter, Facebook and My Space have experience rapid worldwide growth. It is crucial that this global phenomenon be investigated within the South African context. Social networking is a relatively new trend in South Africa and there is a paucity of academic literature on the topic. This quantitative study investigated one of the most popular social networking websites to date, namely Facebook. Facebook is a social networking website which was launched in early 2004. The primary research question focused on determining the usage patterns of South African Facebook users. In specific, the study investigated the purposes for which the site was used, the self-reported substitution of Facebook usage for face-to-face interaction and the relationship between Facebook affinity and Facebook use. A survey research design was used to collect data via an electronic questionnaire posted on Facebook. The theoretical point of departure was post-positivist. Media theories applied to the phenomenon under investigation include the uses and gratifications theory and the theory of the niche. The findings suggest that Facebook is primarily used for its intended purpose of communication. The respondents reported the gratification of versatile (multipurpose) communication. Furthermore, only half of the sample reported privacy concerns regarding Facebook. There was no significant indication that Facebook is a substitute for face-to-face interaction. Half of the sample claimed that their interpersonal contact has increased as a result of Facebook use. In addition, in accordance with expectations, the more affiliated a person is to Facebook, the more they will use Facebook. The findings of this study conform to other studies concerning social networking and provide a South African view of the global phenomenon of social networking websites. / Dissertation (MA)--University of Pretoria, 2010. / Psychology / unrestricted

abstract: With the rapid growth of mobile computing and sensor technology, it is now possible to access data from a variety of sources. A big challenge lies in linking sensor based data with social and cognitive variables in humans in real world context. This dissertation explores the relationship between creativity in teamwork, and team members' movement and face-to-face interaction strength in the wild. Using sociometric badges (wearable sensors), electronic Experience Sampling Methods (ESM), the KEYS team creativity assessment instrument, and qualitative methods, three research studies were conducted in academic and industry R&D; labs. Sociometric badges captured movement of team members and face-to-face interaction between team members. KEYS scale was implemented using ESM for self-rated creativity and expert-coded creativity assessment. Activities (movement and face-to-face interaction) and creativity of one five member and two seven member teams were tracked for twenty five days, eleven days, and fifteen days respectively. Day wise values of movement and face-to-face interaction for participants were mean split categorized as creative and non-creative using self- rated creativity measure and expert-coded creativity measure. Paired-samples t-tests [t(36) = 3.132, p < 0.005; t(23) = 6.49 , p < 0.001] confirmed that average daily movement energy during creative days (M = 1.31, SD = 0.04; M = 1.37, SD = 0.07) was significantly greater than the average daily movement of non-creative days (M = 1.29, SD = 0.03; M = 1.24, SD = 0.09). The eta squared statistic (0.21; 0.36) indicated a large effect size. A paired-samples t-test also confirmed that face-to-face interaction tie strength of team members during creative days (M = 2.69, SD = 4.01) is significantly greater [t(41) = 2.36, p < 0.01] than the average face-to-face interaction tie strength of team members for non-creative days (M = 0.9, SD = 2.1). The eta squared statistic (0.11) indicated a large effect size. The combined approach of principal component analysis (PCA) and linear discriminant analysis (LDA) conducted on movement and face-to-face interaction data predicted creativity with 87.5% and 91% accuracy respectively. This work advances creativity research and provides a foundation for sensor based real-time creativity support tools for teams. / Dissertation/Thesis / Ph.D. Computer Science 2011

As identidades sociais não podem ser estabelecidas a priori, mas são negociadas pelos participantes a cada momento na interação. As pessoas trazem atributos potenciais para a interação face a face que podem ser ressaltados em um encontro particular (ERICKSON, 2001). Partindo dessa perspectiva, este estudo investiga a interação face a face nas aulas de alemão padrão, verificando como as identidades são tornadas relevantes nesse contexto, observando especificamente as ações que envolvem os alunos falantes de dialetos do alemão. Para isso foi feito um trabalho de cunho etnográfico com base na Análise Microetnográfica, (ERICKSON, 1992, 1996) em três turmas de alemão, duas de um Centro de Línguas e de uma turma de uma Universidade em Porto Alegre (RS). Alguns conceitos da Análise da Conversa Etnometodológica (SACKS, SCHEGLOFF e JEFFERSON, 1974; TEN HAVE, 1999; GARCEZ, 2002) e da Sociolingüística Interacional (GUMPERZ e COOK-GUMPERZ, 1982, GUMPERZ, 2001) contribuem para a análise das identidades ressaltadas nesse contexto. Os resultados da pesquisa sugerem que o conhecimento prévio demonstrado pelos alunos consiste em um atributo de identidade relevante nesse contexto, o que não garante, no entanto, que, em alguns momentos, esses alunos não negociem atributos que demonstrem insegurança e baixa auto-estima em relação à língua que dominam. Apesar disso, parece que as construções identitárias negativas não são reforçadas pelos outros participantes da interação em sala de aula, visto que os alunos falantes de dialeto demonstram ampla participação nas aulas e são reconhecidos como bons alunos pelo professor e por seus colegas. / The social identities in talk can not be estabilisched a priori but are negociated by the participants during the course of interaction. People bring to interaction potencial attributes that can become relevant in any particular encounter (Erickson, 2001). From this perspective, this research investigates the face-to-face interaction in German Language Classes, observing how identities become relevant and analyzing the data from three German Language Classes based on the principles of microethnographic research (ERICKSON, 1992, 1996). Two classes took place in a Language School and one at a University in Porto Alegre (RS). Some concepts derived from Conversational Analysis (SACKS, SCHEGLOFF e JEFFERSON, 1974; TEN HAVE, 1999; GARCEZ, 2002) and Interactional Sociolinguistics (GUMPERZ e COOK-GUMPERZ, 1982, GUMPERZ, 2001) contribute to the analysis. The results of this research suggest that the previous knowledge displayed by the students is a relevant identity attribute in this context; however, it does not garantee that those students would not negociate insecurity features in their own language. Even though, it seems that the negative identity attributes are not reinforced by the other participants of interaction in the classroom, once the dialect speakers display active participation in the classroom tasks and they are seen as diligent students by teachers and classmates.

This thesis examines how a new media technology becomes entrenched into the fabric of society – in particular how the mobile phone was incorporated into the existing communications landscape of a local voluntary community group: an Irish sports club. In the past, face-to-face interaction formed the basis of all social relations and strong local collectives were seen to provide a positive and supportive social environment, generating strong social capital. Today’s mediated communication enables the ‘networked individual’ who can choose when, where and with whom they share their lives. This has implications for the persistence and strength of local associations. Writers like Putnam (2000) have expressed concerns about the attenuation of local communities. However, others propose that communications technologies can provide new additional ways for individuals to link with each other in a ‘glocalised’ society (Hampton and Wellman, 2003) and this has the potential to overcome some of the limitations of the communicators not being in the same physical space. This thesis critically examines the applicability of these partly competing theses in the period in which mobile telephony became widely embedded in Irish society. Through 21 detailed interviews and a survey of 57 players, administrators and supporters, the study examines the choices made by club members in adopting and using the mobile phone. It further explores the changes they have made in their communication patterns and considers the implications of these for the cohesion and persistence of the community group as an entity and also the social capital it engenders. The study draws upon existing theories of human-technology interaction, in particular the Social Shaping of Technology perspective (Williams and Edge, 1996), to examine how club members weave their phone use into their everyday practices. Silverstone and Haddon’s (1996) Domestication approach, with its steps of appropriation, objectification and incorporation provide the detailed framework in mapping out this process. The study findings reveal that community members have all adopted the mobile phone and are heavy users of both text and voice calls. Membership of the sports club has eased the adoption process by providing examples of the artefact in use and a supporting environment when problems arise. Although use is now universal and intensive, there was a differential appropriation of the phone, with male club members being the first purchasers and females often being brought into the circle of users through a gifted or handed-down model. Users have devised strategies to manage their multiple overlapping sets of social relationship. They report that their use of technology has enabled a widening of their social circle while also bringing it closer, literally at the touch of a button. Contrary to the expectations of those analysts and policymakers who have foreseen technology causing local engagement to diminish, the clubs in my study have endured and are thriving; the social capital of their members is still strong and growing. This informs a critical reappraisal of such theories of community attenuation and the policies they have engendered.

As identidades sociais não podem ser estabelecidas a priori, mas são negociadas pelos participantes a cada momento na interação. As pessoas trazem atributos potenciais para a interação face a face que podem ser ressaltados em um encontro particular (ERICKSON, 2001). Partindo dessa perspectiva, este estudo investiga a interação face a face nas aulas de alemão padrão, verificando como as identidades são tornadas relevantes nesse contexto, observando especificamente as ações que envolvem os alunos falantes de dialetos do alemão. Para isso foi feito um trabalho de cunho etnográfico com base na Análise Microetnográfica, (ERICKSON, 1992, 1996) em três turmas de alemão, duas de um Centro de Línguas e de uma turma de uma Universidade em Porto Alegre (RS). Alguns conceitos da Análise da Conversa Etnometodológica (SACKS, SCHEGLOFF e JEFFERSON, 1974; TEN HAVE, 1999; GARCEZ, 2002) e da Sociolingüística Interacional (GUMPERZ e COOK-GUMPERZ, 1982, GUMPERZ, 2001) contribuem para a análise das identidades ressaltadas nesse contexto. Os resultados da pesquisa sugerem que o conhecimento prévio demonstrado pelos alunos consiste em um atributo de identidade relevante nesse contexto, o que não garante, no entanto, que, em alguns momentos, esses alunos não negociem atributos que demonstrem insegurança e baixa auto-estima em relação à língua que dominam. Apesar disso, parece que as construções identitárias negativas não são reforçadas pelos outros participantes da interação em sala de aula, visto que os alunos falantes de dialeto demonstram ampla participação nas aulas e são reconhecidos como bons alunos pelo professor e por seus colegas. / The social identities in talk can not be estabilisched a priori but are negociated by the participants during the course of interaction. People bring to interaction potencial attributes that can become relevant in any particular encounter (Erickson, 2001). From this perspective, this research investigates the face-to-face interaction in German Language Classes, observing how identities become relevant and analyzing the data from three German Language Classes based on the principles of microethnographic research (ERICKSON, 1992, 1996). Two classes took place in a Language School and one at a University in Porto Alegre (RS). Some concepts derived from Conversational Analysis (SACKS, SCHEGLOFF e JEFFERSON, 1974; TEN HAVE, 1999; GARCEZ, 2002) and Interactional Sociolinguistics (GUMPERZ e COOK-GUMPERZ, 1982, GUMPERZ, 2001) contribute to the analysis. The results of this research suggest that the previous knowledge displayed by the students is a relevant identity attribute in this context; however, it does not garantee that those students would not negociate insecurity features in their own language. Even though, it seems that the negative identity attributes are not reinforced by the other participants of interaction in the classroom, once the dialect speakers display active participation in the classroom tasks and they are seen as diligent students by teachers and classmates.

As identidades sociais não podem ser estabelecidas a priori, mas são negociadas pelos participantes a cada momento na interação. As pessoas trazem atributos potenciais para a interação face a face que podem ser ressaltados em um encontro particular (ERICKSON, 2001). Partindo dessa perspectiva, este estudo investiga a interação face a face nas aulas de alemão padrão, verificando como as identidades são tornadas relevantes nesse contexto, observando especificamente as ações que envolvem os alunos falantes de dialetos do alemão. Para isso foi feito um trabalho de cunho etnográfico com base na Análise Microetnográfica, (ERICKSON, 1992, 1996) em três turmas de alemão, duas de um Centro de Línguas e de uma turma de uma Universidade em Porto Alegre (RS). Alguns conceitos da Análise da Conversa Etnometodológica (SACKS, SCHEGLOFF e JEFFERSON, 1974; TEN HAVE, 1999; GARCEZ, 2002) e da Sociolingüística Interacional (GUMPERZ e COOK-GUMPERZ, 1982, GUMPERZ, 2001) contribuem para a análise das identidades ressaltadas nesse contexto. Os resultados da pesquisa sugerem que o conhecimento prévio demonstrado pelos alunos consiste em um atributo de identidade relevante nesse contexto, o que não garante, no entanto, que, em alguns momentos, esses alunos não negociem atributos que demonstrem insegurança e baixa auto-estima em relação à língua que dominam. Apesar disso, parece que as construções identitárias negativas não são reforçadas pelos outros participantes da interação em sala de aula, visto que os alunos falantes de dialeto demonstram ampla participação nas aulas e são reconhecidos como bons alunos pelo professor e por seus colegas. / The social identities in talk can not be estabilisched a priori but are negociated by the participants during the course of interaction. People bring to interaction potencial attributes that can become relevant in any particular encounter (Erickson, 2001). From this perspective, this research investigates the face-to-face interaction in German Language Classes, observing how identities become relevant and analyzing the data from three German Language Classes based on the principles of microethnographic research (ERICKSON, 1992, 1996). Two classes took place in a Language School and one at a University in Porto Alegre (RS). Some concepts derived from Conversational Analysis (SACKS, SCHEGLOFF e JEFFERSON, 1974; TEN HAVE, 1999; GARCEZ, 2002) and Interactional Sociolinguistics (GUMPERZ e COOK-GUMPERZ, 1982, GUMPERZ, 2001) contribute to the analysis. The results of this research suggest that the previous knowledge displayed by the students is a relevant identity attribute in this context; however, it does not garantee that those students would not negociate insecurity features in their own language. Even though, it seems that the negative identity attributes are not reinforced by the other participants of interaction in the classroom, once the dialect speakers display active participation in the classroom tasks and they are seen as diligent students by teachers and classmates.

People play games now more than ever before. While the digital gaming industry dominates the market, boardgaming has been living in its shadow. Board games offer a physical tangibility and a social experience that can be found in few digital games.How do we create a tool that further builds upon those strengths?The purpose of this study is to examine the possibility of developing a service that consists of an mobile application and board game events to promote social face-to-face interaction. Focus has been on the social face-to-face interaction in the context of a board game session. We have through the use of service prototyping and low-fi prototypes created a small-scale context in which we have conducted our research in.This study has been conducted with the use of observations of board game events and with the use of low-fi prototypes.The thesis treats theories and methods that have been used throughout this project.We can also find the documentation of our research data, read about the following design process of creating the service and results of usertesting.Finally in the conclusion we present the results of our research, our final design and suggestions on further development.Keywords:

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-06-25T14:24:19Z No. of bitstreams: 1 Luiz Augusto Ramos Pedro_.pdf: 866624 bytes, checksum: 769f533122ca8f35c01b3ae69d86a69c (MD5) / Made available in DSpace on 2018-06-25T14:24:19Z (GMT). No. of bitstreams: 1 Luiz Augusto Ramos Pedro_.pdf: 866624 bytes, checksum: 769f533122ca8f35c01b3ae69d86a69c (MD5) Previous issue date: 2018-04-28 / Nenhuma / As interações sociais, no contexto atual, podem ser realizadas presencial ou mediadas por dispositivos de tecnologia da informação e comunicação. Considerando o contexto acadêmico, sobretudo na educação, pressupõe-se que as interações dos estudantes são influenciadas pelas novas tecnologias, principalmente, quando o enfoque está nos cursos da área tecnológica. A Internet assume, portanto, papel de destaque neste contexto. Por outro lado, as interações presencial são substanciadas pelas relações e estruturas sociais. Sendo assim, o objetivo deste estudo foi observar como se dá a interação presencial e a interação mediada por computador, em um ambiente educacional, considerando um grupo formado por acadêmicos de cursos superiores da área de tecnologia de uma instituição de educação superior privada do Distrito Federal. Para tanto, optou-se por uma abordagem metodológica qualitativa, com mediação de grupo focal e aplicação da técnica de análise de conteúdo. Revelou-se que, para o grupo estudado, mesmo com forte aderência às novas tecnologias da informação e comunicação, há preferência pela interação presencial quando se trata de interações sociais mais aprofundadas. / Social interactions, in the current context, can be carried out face-to-face or mediated by information and communication technology devices. Considering the academic context, especially in education, it is assumed that the interactions of students are influenced by new technologies, especially when the focus is on technology courses. The Internet therefore plays a prominent role in this context. On the other hand, face-to-face interactions are substantiated by relationships and social structures. Thus, the objective of this study was to observe how face-to-face and computer-mediated interaction occurs in an educational environment, considering a group formed by academics of higher education in the technology area of a private higher education institution of the Federal District . For that, a qualitative methodological approach was chosen, with focal group mediation and application of the content analysis technique. It was revealed that, for the group studied, even with strong adherence to the new information and communication technologies, there is a preference for face-to-face interaction when it comes to deeper social interactions.