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Vol 6 No 2

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Abstracts, Journal of Computer-Mediated Communication

Volume 6, Issue 3

In this issue: The Value of Web Log Data in Use-Based Design and Testing Mary C. Burton IBM, USA Joseph B. Walther Rensselaer Polytechnic Institute, USA Web-based logs contain potentially useful empirical data with which World Wide Web (Web) designers and design theorists can assess usability and effectiveness of design choices. Most Web design guidelines from artistic or usability principles feature no empirical validation, while empirical studies of Web use typically rely on observer ratings. Web server logs and client-side logs can provide naturally-occurring, unobtrusive usage data, partially amenable to normative use assessments but particularly useful in experimental research comparing alternative Web designs. Identification of types of Web server logs, client logs, types and uses of log data, and issues associated with the validity of these data are enumerated. Frameworks that outline how sources of use-based data can be triangulated to assess Web design are illustrated. Finally, an approach to experimentation that overcomes many data validity issues is presented and illustrated through a pilot experiment that used server logs to compare user responses to frames, pop-up, and scrolling arrangements of a single Web site. On the Negative Effects of E-Commerce: A Sociocognitive Exploration of Unregulated On-line Buying Robert LaRose, Ph.D. Department of Telecommunication Michigan State University, USA There is mounting anecdotal and survey evidence of unregulated buying on the Internet, including impulsive and compulsive buying that in extreme cases may constitute a behavioral addiction. Learning theory models of unregulated buying were critically reviewed and reconceptualized in terms of the self-regulatory mechanism from Bandura’s (1986) social cognitive theory. A new explanation of unregulated buying was proposed in which depression weakens effective self-regulation. Features that may have encouraged or discouraged unregulated buying were identified at popular electronic commerce sites. Many features may have disrupted accurate self-observation and fostered advantageous social comparisons with other excessive shoppers. The potential for unregulated consumption to disrupt orderly electronic marketplaces was discussed. First Things First: Internet Relay Chat Openings E. Sean Rintel State University of New York at Albany, USA Joan Mulholland Department of English The University of Queensland, Australia Jeffery Pittam Department of English The University of Queensland, Australia Internet Relay Chat (IRC) was the Internet's first widely popular quasi-synchronous computer-mediated communication (CMC) system. While research has consistently demonstrated the interpersonal nature of IRC, and is now turning to more structurally-oriented topics, it is argued that IRC research now needs to systematically address links between interaction structures, technological mediation and the instantiation and development of interpersonal relationships within a framework that privileges IRC interaction and social explanations. This exploration of the openings of IRC interactions is positioned as a step in that direction. The openings investigated in the study are those that occur directly following user's entries into public IRC channels, termed the newly-joined users' Channel Entry Phase (CEP). It is found that turn coordination in the CEP is often ambiguous, has the potential to disrupt relationship development, and leads to considerable emphasis on interactive strategies for the clear ordering of opening phases. Classifying Response Behaviors in Web-based Surveys Michael Bosnjak Center for Survey Research and Methodology (ZUMA) ZUMA Online Research Mannheim, Germany Tracy L. Tuten School of Business and Economics Longwood College, USA While traditional survey literature has addressed three possible response behaviors (unit nonresponse, item nonresponse, and complete response), Web surveys can capture data about a respondent’s answering process. Based on this data, at least seven response patterns are observable. This paper describes these seven response patterns in a typology of response behaviors. Survival of the Fittest Online: A Longitudinal Study of Health-Related Web Sites Sally J. McMillan University of Tennessee, USA Longitudinal studies of Web sites can not only trace the history of specific sites but can also provide some guidelines that might help start-up Web sites improve their chances for survival in the ever-changing Web landscape. This article reports on a longitudinal study of health-related Web sites that found about 73% of those sites survived for three years. E-mail surveys gathered quantitative and qualitative insights from survivors and non-survivors. Generally, organizations that invested more resources (money, people, and time) in their Web sites in 1997 were more likely to have surviving sites three years later. Technological expertise, as measured by the level of feature-richness at sites, had relatively little impact on survival. Sites created by individuals were least likely to survive while education and government sites were most likely to survive. Respondents indicated that organizational commitment to Web-based communication was an important factor in long-term survival of sites. Sites with more visitors in 1997 were more likely to survive than those with fewer visitors, but many respondents pointed out the importance of targeting rather than sheer numbers in measuring the Web site audience. Simulated Computer-Mediated/Video-Interactive Distance Learning: A Test of Motivation, Interaction Satisfaction, Delivery, Learning & Perceived Effectiveness Ruth M. Guzley Susan Avanzino Department of Communication Arts and Sciences California State University, Chico Aaron Bor Department of Communication Design California State University, Chico This paper reports on an innovative, computer-mediated, educational technology application in a simulated distance learning environment. As an initial evaluation, real student groups completed an entire university course using this state-of-the-art, two-way synchronous audio/visual communication technology, Distributed Tutored Video Instruction (DTVI). The study reported here explored student perceptions of a simulated distance learning environment using the system. The learning environment was characterized by videotaped lectures by the course instructor, delivered in computer-mediated small group settings. Six separate groups made up of six to eight students and a facilitator were studied. Group members were in separate locations, interacting via synchronous audio and visual computer channels. Our findings indicate an overall high level of perceived effectiveness and satisfaction with the instructional mode. In addition, significant relationships were established between facilitator effectiveness and student satisfaction, student motivation and class participation, student exam grades and perceived amount of group discussion. Findings indicate innovations in computer-mediated instructional designs can achieve desired levels of participant interaction considered critical to effective distance education technology.