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Erschienen in:
Evolutionary Psychology and Information Systems Theorizing Kapitel lesen Erstes Kapitel lesen

2010 | OriginalPaper | Buchkapitel

9. Studying Invisibly: Media Naturalness and Learning

verfasst von : Ina Blau, Avner Caspi

Erschienen in: Evolutionary Psychology and Information Systems Research

Verlag: Springer US

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Abstract

This study examines differences between two learning environments: audio-written conferencing and traditional face-to-face instruction. We investigated whether medium richness [media richness theory; Daft and Lengel (Research in organizational behavior. JAI, Greenwich, 1984)], medium naturalness [media naturalness theory; Kock (IEEE Trans Prof Commun 48(2):117–130, 2005)], and invisibility influence students’ achievement, satisfaction, and behavior. In two research settings, a field study and a laboratory experiment, students were taught face-to-face and/or via an audio-written conferencing system; subject matter and teacher were constant. We found similar achievement in the two environments. Significant differences, in favor of face-to-face communication, were found regarding learner satisfaction. In addition, invisibility increased certain kinds of students’ behavior: participation, risk taking, immediacy feeling, and flaming. These findings were explained in terms of differences in media naturalness and as an effect of invisibility.

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Vorheriges Kapitel Cognitive Adaptation and Collective Action: The P2P File-Sharing Phenomenon
Nächstes Kapitel Using Evolutionary Psychology to Extend Our Understanding of Fit and Human Drives in Information Systems (IS) Utilization Decisions and Performance
Fußnoten
1
We used a t-test that assumed heteroscedasticity. Note that the unit of analysis is the lesson observation, not the student.
 
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Metadaten
Titel
Studying Invisibly: Media Naturalness and Learning
verfasst von
Ina Blau
Avner Caspi
Copyright-Jahr
2010
Verlag
Springer US
Buch
Evolutionary Psychology and Information Systems Research

Print ISBN: 978-1-4419-6138-9

Electronic ISBN: 978-1-4419-6139-6

Copyright-Jahr: 2010

DOI
https://doi.org/10.1007/978-1-4419-6139-6_9

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