This study examines opening and closing segments in instant messaging (IM) and demonstrates how openings and closings differ between oral conversation and instant messaging as well as the factors that account for the difference. Many researchers have discussed the differences and similarities between spoken and written languages. Tannen (1980) claims that spoken and written languages are not distinct categories and there is a continuum between them. She also holds that interpersonal involvement is one of the factors that determine if a particular communication is closer to spoken communication or written communication. I will analyze IM, which is best thought of as a communication mode that resides in the middle of the continuum between spoken and written language. Beißwenger (2008) studied the turn-taking of IM and argued that contributions to instant message dialogues are achieved as individual tasks rather than through interactions between participants. He holds that the nature of the individual tasks provides the most important characteristic which distinguishes IM from oral conversation. Closings in IM were studied by Raclaw (2008), who found two patterns of closing: one is an expanded archetype closing which is similar to oral conversation, and the other is a partially automated closing which is totally different from oral conversation because an automated message terminates the conversation. He did not discuss the characteristics underlying the two patterns of closing in instant messaging. I reanalyzed the argument by Raclaw utilizing a segment of instant messaging from my data, and discovered that what characterize the two patterns of closing in instant messaging are the nature of interpersonal involvement and the nature of the individual tasks. These reflect the characteristics of spoken and written communication respectively. In this study it was found that characteristics of IM communication fluctuate between spoken and written communication. Instant messaging resides in the middle of the spoken and written continuum, but whether it exhibits characteristics of spoken or written communications can vary depending on the way participants contribute to the conversation.

This quantitative study examines the interaction between technology-based instant messaging applications (technology applications) and employee engagement. Technology applications are frequently used as a mode of communication between managers and employees. Internal communication is cited as an antecedent of employee engagement and employee engagement is positively correlated with productivity and organisational success. Hence, the study is directed at understanding the impact of communication technology on employee engagement, due to the indirect link between internal communication and organisational success. In the current context of the global Covid-19 pandemic, this topic is of renewed interest as leaders and employees grapple with new ways of working and communicating. The existing literature provides contradictory conclusions on the relationship between technology use and employee outcomes. A quantitative, deductive approach was adopted to measure (i) the relationship between the frequency of use of technology applications (independent variable) and the antecedents of employee engagement (psychological climate, affective commitment, perceived supervisor support), (ii) frequency of use of technology applications as a moderating variable on the relationship between the antecedents of employee engagement and employee engagement (meaningfulness, safety, availability) and (iii) frequency of use of technology applications as a moderating variable on the relationship between the employee engagement and the outcomes of employee engagement (discretionary effort and intention to turnover). The correlation test revealed a weak correlation between frequency of use of technology applications and the antecedents of employee engagement. The moderated regression analysis revealed that frequency of use of technology applications does not moderate the relationship between (i) the antecedents of employee engagement and employee engagement (meaningfulness, safety, availability), and (ii) the relationship between the employee engagement and the outcomes of employee engagement (discretionary effort and intention to turnover). The findings have relevance for academic research and practical implications for managers. / Mini Dissertation (MBA)--University of Pretoria, 2021. / Gordon Institute of Business Science (GIBS) / MBA / Unrestricted

Instant messaging is a popular form of communication over the Internet. Statistics show that instant messaging has overtaken email in popularity. Traditionally, instant messaging has consisted of a desktop client communicating with other clients via an instant messaging service provider. However, instant messaging solutions are starting to become available in the web browser–services like Google Talk, Live Messenger and Facebook. Despite the work done by researchers to secure instant messaging networks, little work has been done to secure instant messaging in the browser. We present secure browser-based instant messaging overlays as a means to enable convenient, secure communication in existing browser-based instant messaging interfaces. Additionally, we present a prototype implementation of the secure messaging overlays and the results of two user studies--the first study focusing on user interest in secure chat and the second being a usability study of the prototype.

Instant messaging with Internet-based software is a ubiquitous form of communication in industrialized nations. In fact, many educators are observing that students engage with instant messaging while simultaneously engaged in academic activity. Though this type of multitasking is pervasive, educational researchers have not examined how the practice of instant messaging impacts learning outcomes. This dissertation describes the background, empirical and theoretical foundations, methods and results of a study examining the impact of instant messaging activity on learning, where instant messaging and learning are simultaneous activities. The question posed is grounded in the related areas of instant messaging practices, the Generation M profile, Cognitive Load Theory, and integration of instant messaging in K-16 classrooms. This work presents empirical evidence pointing out the necessity of conducting empirical study regarding how instant messaging activity might impact learning. Quantitative methods used to conduct the study are presented including data collection instruments. The results of the study are discussed in broad terms related to Generation M and Cognitive Load Theory. Methodological limitations related to practice opportunities for the research sample as well as the performance measure used are detailed. In addition, implications of the results in relationship to those teaching members of Generation M in K-16 classrooms as well as those designing instruction for this population are discussed. The discussion concludes with recommendations for further research in this area.

Over the last few years, text messaging has taken the domination among young adults. Messaging via phones has a wide range of both, human and social factors. These Instant Messaging [IM] applications also offer features other than just texting and for example, sending documents, photos, videos, links and more. All these features and attributes are making people pull towards these IM applications more and more. Despite having these features, people expect more from these IM applications, which leads these IM applications to compete with each other by providing more features or modifying the existing features. This competition to be the better application amongst the IM applications has led us to do a research study on which applications have better user experience through a survey evaluation. Background: Messaging through phones got a lot easier when platforms like iMessage, Telegram, WhatsApp, etc., were introduced to people. WhatsApp and Telegram gained popularity over iMessages as iMessages was limited only to IOS. So, technically people preferred WhatsApp and Telegram over iMessages. In order, to deduct which application is preferred among WhatsApp and Telegram, a survey evaluation is done based on Usability Heuristics. Thus, the title of the thesis is “Comparative research of WhatsApp and Telegram by using heuristic principles.” Objectives: The prime objective of the thesis is to compare both the applications, WhatsApp, and Telegram and to find which application has followed the principles of Usability most. The comparison between these two applications is done via a survey evaluation and the results will be noted. Methods: The method that has been chosen and used for comparison is survey evaluation. The survey will be done via google forms, and the questions of the study are based on HCI principles. The survey will have a total of 10 questions. Approximately of 45 users will be given the questionnaire google form to fill out. Results: The results from the survey will be collected and noted. The results are examined and the application that has the better user experience will be found. Conclusion: From the study and the survey, it is concluded that WhatsApp has a better user experience than Telegram.

The present study is an investigation of a recent phenomenon, the creation and maintenance of a student-centered online community using Line, a Web 2.0 mobile messaging (MIM) application. In recent years, mobile instant messaging has become the most widely utilized form of social media (Clement, 2019a), and has been increasingly used by students to interact about schoolwork (e.g., Cetinkaya, 2017; Bouhnik & Deshen, 2014; Tanaka, 2014). With the ubiquity of mobile technology use amongst students, how interactions in student-centered online groups contribute to the achievement of academic goals warrants further research. Therefore, this study had three purposes. The first purpose was to utilize Wenger’s (1998) community of practice framework to investigate whether an online group formed by the students could evolve into an academic community of practice. A second purpose was to analyze online interactions through the lens of uses and gratifications theory (Katz, Blumler, & Gurevitch, 1973) to discover the specific academic uses of MIM valued by the participants. Furthermore, the affordances (Gibson, 1977) that made the application amenable to academic purposes were investigated. The third purpose was to further analyze online interactions to uncover the specific ways in which the practices of the online academic group contributed to and conflicted with the achievement of course objectives. A case study approach (Yin, 2014) was used to provide a thick descriptive account of the online group and achieve the objectives of the study. The 12 participants in this study were members of an intact EAP course, which was part of an English-medium economics curriculum at a private Japanese university. The main source of data were two online groups created using the Line application, one group consisting of all members of the class and the other a group of four students created to work on the course project. Other sources of data included online documents saved to Google Drive, a survey, interviews, and course materials. Data from all sources were coded and analyzed first inductively, using codes from the three frameworks used in the study, and then inductively, to discover any other themes that emerged from the data. The analysis suggested that the online group created by the participants evolved into an academic community of practice. There was evidence of a focused academic domain because the vast majority of online posts dealt directly with course content. Moreover, interactions revealed the development of trust, reciprocity, and commitment, all key components of mutual engagement. Various group practices also emerged that supported students in their coursework and contributed to group learning. A key factor in community formation was attributed to the Line application meeting the academic needs of students. Key gratifications associated with the needs of the students included online interaction with a closed group, convenience, quickness, retrievability, information sharing, and emotional support. The affordances that enabled these gratifications to be obtained were selective connectivity, context-free access, asynchronous/synchronous communication, information aggregation, and multi-user content creation. Further analysis of the online interactions supported by these affordances showed that the prominent group practices directly supported course objectives. However, there were several conflicts associated with the use of MIM, such as problems with the constant flow of messages, unequal levels of contribution, and academically questionable activities. Finally, a summative analysis led to the creation of a model that demonstrated the relationships between learning objectives, student academic needs, gratifications, and affordances in the formation of a community within the context of a traditional university course. / Applied Linguistics

The aim of this thesis is to describe, by means of compounding disciplines of Computer Mediated Communication and Human-Computer Interaction, how interpersonal communication is transformed by the read recepit function which occurs in contemporary Instant Messaging applications. Besides the impact of the function itself on interpersonal communication, this thesis also explores the effect of other Awareness Cues on its acceptance and interpretation.

Indiana University-Purdue University Indianapolis (IUPUI) / Emotional communication is fundamental to everyday interaction. How well emotions are communicated is crucial to interpersonal relationships and individual well-being. Emotional communication in instant messaging (IM), however, can be challenging because of the absence of visual and aural nonverbal behaviors. Despite the growing number of technologically-focused solutions for supporting emotional communication in IM, limited design research has been done to study the actual users’ behaviors in communicating their emotion in IM and strategies they use to adapt emotional communication in this medium, with the purpose of establishing design solutions to support users' emotional communication. Connecting several bodies of HCI, design, and communication literature in the context of IM, this dissertation critically examines how users communicate emotion in IM and accordingly establishes user-centered multi-touch gesture based design solutions to support emotional communication in this medium. Understanding how users communicate their emotion in IM, the design issues, and corresponding design solutions help researchers and designers to support the user's emotional needs, resulting in the improvement of emotional communication strategies in IM.

Ο εικοστός πρώτος αιώνας θα μπορούσε εύκολα να χαρακτηριστεί ως τεχνολογικός αιώνας μιας και τα νέα δεδομένα μαρτυρούν αύξηση της χρήσης του ηλεκτρονικού υπολογιστή, του Διαδικτύου και κατ’ επέκταση των κοινωνικών δικτύων. Κι αυτό γιατί η επισκεψιμότητα των κοινωνικών δικτύων και η συμμετοχή σε αυτά, τόσο σε παγκόσμιο όσο και σε ελληνικό επίπεδο εκφράζεται ιδιαίτερα υψηλή. Η κοινωνική δικτύωση στο Ιντερνέτ και τα κοινωνικά δίκτυα στο web συνέβαλαν στην μεταβολή της δομής και της ανάπτυξης του Παγκόσμιου Ιστού. Στην παρούσα διπλωματική εργασία θα μελετηθούν τα κοινωνικά δίκτυα, η δομή τους, οι υπηρεσίες που παρέχουν καθώς και οι τεχνολογίες υποστήριξης τους. Επίσης, θα παρουσιαστούν οι τρόποι που επιτυγχάνεται η διαχείριση γνώσης μέσω των κοινωνικών δικτύων και θα αναλυθούν κάποια εργαλεία ποιοτικής και ποσοτικής ανάπτυξης. Η δομή της διπλωματικής εργασίας έχει ως εξής: Στο πρώτο κεφάλαιο ορίζεται η έννοια της εξατομίκευσης, της κοινωνικής δικτύωσης και παρουσιάζονται τα εξής κοινωνικά δίκτυα: My Space, Bebo, Linked In, Facebook, Twitter, YouTube.com, Google+, Friendster, Hi5, Sobees, Zokem, Gowalla, Qik. Στο δεύτερο κεφάλαιο παρουσιάζεται η ανάλυση των κοινωνικών δικτύων καθώς και οι μετρικές της ανάλυσης κοινωνικών δικτύων (μετρήσεις αναφορικά με τους κόμβους, μετρήσεις αναφορικά με τους γράφους). Στο τρίτο κεφάλαιο γίνεται αναφορά στα χαρακτηριστικά των κοινωνικών δικτύων, στους ρόλους κλειδιά εντός των κοινωνικών δικτύων (υπερβολικά κεντρικός ρόλος, ρόλος του αφανή ήρωα, ρόλος μεσάζοντα, ρόλος γεφύρωσης απομακρυσμένων ομάδων, υπερβολικά περιφερειακός ρόλος), στις υπηρεσίες, στις γλωσσικές ιδιότητες, καθώς και στους τομείς που εφαρμόζονται (εκπαιδευτικές, επιχειρηματικές, κυβερνητικές, ιατρικές εφαρμογές, εφαρμογές γνωριμιών). Στο τέταρτο κεφάλαιο παρουσιάζονται οι κίνδυνοι που ελλοχεύουν από την χρήση των κοινωνικών δικτύων. Η χρησιμοποίηση των προσωπικών δεδομένων των χρηστών με διαφόρους τρόπους, η αποπλάνηση ανηλίκων μέσω δημιουργίας ψεύτικων προφίλ, η κλοπή της ταυτότητας και των στοιχείων του λογαριασμού, η μετάδοση ιών, η αποστολή ανεπιθύμητης αλληλογραφίας, καθώς και η προσωποποιημένη επίθεση (phishing) είναι μερικοί από τους κίνδυνους που παρουσιάζονται από την χρήση των κοινωνικών δικτύων.Στο πέμπτο κεφάλαιο παρουσιάζεται εκτενέστερα το κοινωνικό δίκτυο Facebook, τα χαρακτηριστικά του και οι τεχνολογίες υλοποίησής τους. Γίνεται αναφορά στον τρόπο υλοποίησης της υπηρεσίας Chat με την χρήση του πρωτοκόλλου XMPP, Jabber ID. Επίσης, γίνεται αναφορά στο πρωτόκολλο επικοινωνίας IPv6, στην απόδοση διευθύνσεων, στις βελτιώσεις σε σχέση με το IPV4 κτλ. Στο έκτο κεφάλαιο εξετάζεται το λογισμικό για την ανάλυση των κοινωνικών δικτύων. Παρουσιάζονται κάποια εργαλεία ποσοτικής και ποιοτικής μέτρησης των κοινωνικών δικτύων, όπως το UCINET, Pajek, NetMiner II, STRUCTURE, MultiNet, και StOCNET. / The twenty-first century could easily be described as a century when great advance in technology was accomplished and facts reveal the increasing use of computer, internet and social networks. This is because the traffic of social networks and participation in them, both globally and also in Greece is expressed in very high level. Social networking on the Internet and social networks on the web helped to change the structure and development of the World Wide Web. This diploma will study social networks, their structure, the services they provide and their supporting technologies. Moreover, the ways that knowledge management is achieved through social networks will be presented and some tools for qualitative and quantitative growth will be analyzed. The structure of the thesis is as follows: The first chapter defines the concept of personalization, social networking and presents the following social networks: My Space, Bebo, Linked In, Facebook, Twitter, YouTube.com, Google+, Friendster, Hi5, Sobees, Zokem, Gowalla, Qik. The second chapter presents the analysis of social networks and the metrics of social network analysis (measurements with respect to the nodes, measurements regarding graphs). The third chapter refers to the features of social networks, to key roles within social networks (too central role, the role of silent hero role, intermediary role, role bridging remote teams, too peripheral role), services, language properties and applied fields (ex. education, business, government, medical applications, acquaintances). The fourth chapter describes the hazards posed through social networks. The use of personal data in different ways, the seduction of children by creating false profiles, identity and account information theft, transmission of viruses, spamming, 6 and personalized phishing attack are some of the dangers presented by the use of social networks. The fifth chapter presents in more detail the social network Facebook, the features and technologies implemented. This refers to how the Chat service is implemented using the protocol XMPP, Jabber ID. Reference is also made to the communication protocol IPv6, the addressing, the improvements over the IPV4 etc. The sixth chapter discusses the software for the analysis of social networks. It presents some quantitative and qualitative measurement of social networks such as UCINET, Pajek, NetMiner II, STRUCTURE, MultiNet, and StOCNET.

Employer monitoring of communications is prevalent and on the rise due in part to the Sarbanes-Oxley Act, the Health Insurance Privacy Protection Act, and other legislation in the U.S. and other countries. However, the critical effect of this new activity on what is communicated in companies has not been assessed. This dissertation examines the impacts of computer mediated communication systems monitoring on neutral, incriminating and exculpatory content, as well as the overall volume of communications issued on monitored and non-monitored computer mediated communication systems. Incriminating communication is cataloged in a hazard communications taxonomy for this investigation. A controlled laboratory experiment has subjects participate in an instant messaging discussion on a topic for which they are likely to be aware of information that is incriminating to their organization, or its members, or both. Consistent with self awareness theory, monitored subjects engage in significantly less overall and neutral communication. They volunteer fewer high intensity hazard communications, but are less likely to curtail low intensity hazard communications. They issue denials about more incriminating topics. Contributions to research include theory development, especially in the area of standard selection; application of self-awareness theory to the new domain of computer mediated communications monitoring; a research framework; a taxonomy and coding scheme for the new hazard communications constructs; and a relative standards influence instrument and methodology for use in studying competing standards. Implications for corporate monitoring and communications policies are discussed, and a research agenda is outlined.