Gonzaga
How Skype and Face Time Have Changed the Way People
Communicate Emotionally
A Thesis Submitted to
The Faculty of the Division of School of Professional Studies
In Candidacy for the Degree of
Master of Arts
Department of Communication and Leadership
Under the Supervision of Professor Nobuya Inagaki
Under the Mentorship of Dr. John Caputo
In Partial Fulfillment
Of the Requirements for the Degree
Master of Arts in Communication and Leadership Studies
Penelope Casarico
Gonzaga University
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Approval
ii
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Abstract
This thesis explores the relationship between technology and emotional communication,
and focuses on how technology influences our personal thoughts, feelings, and emotions. By
examining the philosophical assumption of Martin Buber that through our dialogue, there is
mutual respect and appreciation for the other person involved because we hold that person in
high regard and see that person in the image of God, this study seeks to answer the question,
How have Skype and Face Time technology changed the way people communicate emotionally?
The theoretical basis of this study focuses on Coordinated Management of Meaning, a theory
that states that persons involved in conversation co-create their own social realities, and are
influenced by the realities that they create. The research design utilizes quantitative research.
The quantitative research includes an email invitation with a link to an online survey distributed
to graduate and undergraduate Gonzaga University students through Zagmail, the Gonzaga
University email system. The study looks at how Skype and Face Time technology have
influenced emotional communication by measuring students' perceptions regarding the
technology, and applies both Social Presence Theory and Media Richness Theory to explain the
findings. The study attempts to answer the research question by examining the implications of
these findings, and offers recommendations for further research.
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CONTENTS
Approval ........................................................................................................................................ ii
Abstract ......................................................................................................................................... iii
Table Of Figures ........................................................................................................................... v
Acknowledgements ..................................................................................................................... vii
Chapter 1: ...................................................................................................................................... 1
Introduction ................................................................................................................................... 1
Importance of the Study ............................................................................................................... 1
Statement of the Problem ............................................................................................................. 2
Definition of Terms ....................................................................................................................... 3
Review of the Literature ............................................................................................................... 5
Introduction ................................................................................................................................... 5
Philosophical Assumptions ........................................................................................................... 5
Theoretical Basis/ Assumptions ................................................................................................... 6
Framework for the Study ............................................................................................................. 8
Rationale ...................................................................................................................................... 13
Research Questions ..................................................................................................................... 13
Hypothesis.................................................................................................................................... 14
Chapter 3 ..................................................................................................................................... 16
Scope..................................................................................................Error! Bookmark not defined.
Chapter 4 ..................................................................................................................................... 19
Methodology ................................................................................................................................ 19
Discussion..................................................................................................................................... 70
Chapter 5 ..................................................................................................................................... 74
Summaries and Conclusions ...................................................................................................... 74
Limitations of the Study ............................................................................................................. 74
Recommendations for Further Study ....................................................................................... 74
Conclusions .................................................................................................................................. 75
References .................................................................................................................................... 77
Appendix A: Survey Questions .................................................................................................. 79
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Table of Figures
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Figure 43 ...................................................................................................................................... 59
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Acknowledgements
I would like to thank my mentor, Dr. John Caputo, for his guidance in preparing this thesis.
I would also like to thank my professor, Professor Nobuya Inagaki, for his edits and comments to
improve the contents of this thesis. Many thanks go to the people who encouraged me, and the
people who put up with me, while preparing this thesis. This thesis is dedicated to my mother,
who never gave up on me.
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Chapter 1:
Introduction
Communication technologies constantly change, and technology that seems new today
may quickly become a familiar form of communication that people grow to expect from their
devices. In 2003, a new form of computer-mediated communication, Skype, was introduced to
computer users that revolutionized the way people use their computers to communicate with one
another. Through voice over internet protocol, users are able to share video chat, instant
messaging, and text with one another by way of a computer connection simultaneously. In 2006,
Apple, Inc. introduced Face Time, which allows its users to share video chat through its
computers, tablets, and cell phones. These technologies served to change the way people
communicate with one another. Emotional communication involves the sending and receiving of
interpersonal messages to meet basic human needs (Turnball, 2010), and it remains an integral
part of the human communication process. My research seeks to answer how this technology has
changed lives by taking it one step further, by asking a research question: How have Skype and
Face Time technology changed the way people communicate emotionally?
Importance of the Study
My research question explores the relationship between technology and emotional
communication. It is important to study this relationship to understand the influence technology
has on our personal thoughts, words, and feelings, and the way we choose to communicate.
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Beaudry and Pinsonneault (2010) contend that research is needed to list IT- related
emotions, their changing patterns, and analyze their relationships with the use of internet
technology. Further research would aid in the understanding of the relationship between
technology and the emotions resulting from the usage of internet technology.
Gentsler, Oberhuaser,Westerman, and Nardorff (2011) argue that there is a lack of
available knowledge regarding who will use technology and its potential ramifications on users'
relationships and adjustment. The examination of how Skype and Face Time technology have
changed how its users communicate on an emotional level will increase the understanding of
these technologies' effect on users' interpersonal relationships and emotional lives.
Jerome and Jordan (2007) observe that human experience is mediated through the senses, and
that technology mediates the human experience. If technology mediates the human experience,
then there exists a need to understand how people communicate on an emotional level.
Statement of the Problem
Technology and its uses changes constantly. Technology serves to change or enhance
communication. Communication increasingly occurs online, through computers or the internet.
(Kappas & Kramer, 2011). Mobile phones, email, and the internet have become increasingly
necessary in our daily lives because our social lives have become more and more networked
(Axhausen, Larsen, & Urry, 2008).
The reasons that people use technology to communicate remain consistent:
Over the years, the definition of interpersonal communication has shifted and changed,
but the basic concept that communication is a fundamental aspect of our lives and an integral
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part of our needs as human beings, has held consistent. We communicate to satisfy our physical
needs, identity needs, social needs, and practical needs. (Turnball, 2010, p.6)
Technology affords social presence in our everyday lives (Albuquerque & Perkis, 2008).
Skype and Face Time technology allow people to communicate with loved ones who live a long
distance from them, and there exists a general understanding among users of what each technology
does but not how it affects them. More research on how these technologies have changed the way
people communicate emotionally needs to be developed to further our understanding of how these
technologies continue to influence our lives.
DEFINITION OF TERMS
Skype- a software application that uses voice over internet protocol to allow its users to make
voice calls over the internet. Skype allows its users to experience video chat using a webcam,
and send texts or instant messages during the call.
Face Time- the video calling application that enables users of Apple Computers, tablets, and
iPhones to communicate with one another face-to-face.
Voice over internet protocol- the technology that allows telephone calls to be made by using a
computer through the Internet.
Webcam- a video camera that is connected to the internet that allows images to be transmitted
from one computer to another in real time.
Organization of the Remaining Chapters
Chapter Two, a review of the relevant literature, includes the philosophical/ethical
assumptions and theoretical basis for the study, the framework for the study, the rationale, and
research questions, which have emerged from the literature review. Chapter 3, the Scope and
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Methodology, includes the focus of the study, and the methods used to collect and analyze the
data. Chapter 4, the Study, provides an analysis of the data, the results of the study, and
discusses the implications of these findings. Chapter 5, the Summaries and Conclusions,
discusses the limitations of the study, recommendations for further study, and conclusions
formed because of the research.
.
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CHAPTER 2: REVIEW OF THE LITERATURE
Introduction
Technology and its uses change every day. Skype and Face Time are changing
the way people communicate by making a face-to- face connections possible using
webcams and voice over internet protocol (Park, 2010). They facilitate an almost
instantaneous way for dialogue to take place between their users. While Skype and Face
Time mark great advances in the field of computer science through voice over internet
protocol and webcam communication, there exists a need to understand how these
technologies have changed the way people communicate emotionally (Chang & Michels,
2011). The advancement of Skype and Face Time marks an important milestone for
communication and necessitates an examination and understanding of the philosophical
assumptions underlying dialogue.
Philosophical Assumptions
Communication is a relational process that produces a response. (Griffin, 2009)
Most forms of communication involve some form of dialogue. Bahtkin (1981) defines
dialogue as a clear form of conversation that often creates unintended consequences in
relationships because the "dialogue of voices arises directly out of social dialogue of
languages"(Bakhtin, 1981, Discourse in the Novel). Bahktin believed that those involved
in dialogue are influenced by what they hear others say. Buber defines dialogue as an
event that takes place only when we see our partner in the same high regard as we hold
ourselves, or the I-Thou relationship (Buber, 1937). While is important to understand
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how dialogue is defined, it remains just as critical to examine the underlying relationships
behind it.
Buber's concept of I-Thou is based on the premise that human beings are created
in the image of God. There are two variants of relationships, according to Buber: one in
which we see one another as created in the image of God and hold that person in high
regard, and the other in which we see another as a way to get that which we desire. In the
I-Thou relationship, dialogue occurs when there is mutual respect and regard for the
other; in the I-It relationship, dialogue does not occur because a relationship forms as a
means to an end.
This study, based on Buber's assertion that we choose to participate in dialogue
and that through it, we show our mutual respect and appreciation for the other person
because we see that person in the image of God, makes the philosophical assumption that
we are all created in God's image. Buber contends that
I do not experience the man to whom I say Thou. But I take my stand in relation
to him, in the sanctity of the primary word. Only when I step out of it do I experience
him once more. In the act of experience Thou is far away.
Even if the man to whom I say Thou is not aware of the midst of my experience,
yet relation may exist. For Thou is more than It realises. No deception penetrates here;
here is the cradle of the Real Life. (Buber, 1937,p.9)
If relation is "the cradle of the Real life", then it is through our relation to others,
our humanity, that dialogue can take place.
Theoretical Basis/ Assumptions
When people choose to use Skype and Face Time technology, they do so because
they cannot be physically present with others. They use the technology to connect with,
relate to, and show mutual appreciation for one another. Skype and Face Time facilitate
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emotional dialogue in which the co-construction of perceived social worlds occurs
(Griffin, 2009). The application of Coordinated Management of Meaning theory helps to
explain the processes involved in interpersonal communication.
Coordinated Management of Meaning (CMM) theory asserts that, "persons in
conversation co-construct their own social realities and are simultaneously shaped by the
worlds they create"(Griffin, 2009, p. 69). CMM differs from other communication
theory because it bases its theory on the premise that the persons engaged in conversation
want to engage in conversation with one another, and they are working together during
that conversation (Pearce & Pearce, 2000).
According to Barge (2004), the Coordinated Management of Meaning (CMM)
provides a powerful set of tools with practical applications that give its practitioners the
ability to understand how people involved in conversation direct their actions with each
other and the types of consequences that result from these actions. CMM involves the
use of practical and logical analysis of dialogue: the layering of multiple perspectives to
create a hierarchy of meaning; different types of communication; strange and charmed
loops that describe whether the conversation achieves its desired end result; and the
serpentine model that describes the back-and-forth communication between two people
involved in conversation. The use of CMM has practical applications; the theory can be
used as a tool to explain how people in conversation co- create their own realities as a
unique style of communication. To understand these concepts, one must first be aware of
the meaning behind dialogue.
Dialogue involves both speech and interaction. Santella-Braga (2004) describes
speech through the concept of dialogism as a "…continuous transformation of question
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into answer, and vice versa"(p.130). Santella-Braga (2004) sees dialogue as an
interaction, yet others, such as Ong, see dialogue as an influence. Ong (1982) maintains
that human communication demands feedback, and that dialogue is a form of
communication that exerts influence on our lives. Dialogue involves human interaction;
however, this interaction may also involve mediated communication.
Mediated communication through dialogue not only creates new realities among
us; it also affects our perception of the worlds we create. Mediated communication
affects our perception of the world around us (Smith & Wood, 2001). Mediated
communication serves to influence our emotions; through Skype and Face Time
technology, it may involve verbal or nonverbal forms.
Nonverbal communication offered by face-to-face interaction and Skype and Face
Time technology allows for ease of use because it provides non-verbal cues. Walther
(2011) writes that accomplishing the same effects using computer-mediated
communication is difficult, although not impossible. Visual cues appeal to our senses
and are easy to interpret. The appeal of visual cues might not be that the cues transmit
visuality, but the multiple layers of meaning that they provide (Walther, 2011).
Nonverbal communication through face-to-face communication and voice over internet
protocol technology elicits meaning through the senses; nonetheless, the use of
technology has the potential to draw out powerful emotions in those who use it.
Framework for the Study
The use of computers tends to elicit strong emotional reactions in human beings
(Kappas & Kramer, 2011), whether it involves the implementation of a new technology
(Pinsonneault, 2010), or the process of identifying with it (Larson & Pepper, 2011).
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Communication technologies are used for various emotional reasons, ranging from
conflict management (Ishii, 2010) in personal relationships to attachment (Gentzler,
Nardorff, Oberhauser, & Westerman, 2011). Technology allows couples to communicate
feelings of romantic love (Busby, Coyne, Grant, Iverson, & Stockdale, 2011). The
reasons for the use of technology vary, as do the generations who choose to use it.
The use of communication technology is multi-generational, but research shows
that a lack of a perceived benefit may hinder the adoption of a new technology among
older users (Bouwhuis, Melenhorst, & Rogers, 2006). The preferred use of available
technologies may vary between different generations(Turnball, 2010). Over half of the
adult generation between 18 and 44 are using social networks and instant messaging,
while teens and Generation Y are "more likely to use the internet for entertainment and
communicating with friends and family"(Turnball, 2010, p7). Technology gives different
generations a choice regarding communication; it provides feelings of connection and
presence among those who use it.
Technology affords social presence; therefore, it changes relationships by
allowing people to both keep in contact with one another and contact each other more
frequently(Albuquerque & Perkis, 2008; Jerome & Jordan, 2007). Furthermore, frequent
emotional communication serves to alleviate feelings of loneliness (Gentzler, Nardorff,
Oberhauser, & Westerman, 2011; Tsai &Tsai,2011). Jerome and Jordan (2007) define
presence as "a psychological phenomenon through which our cognitive processes are
oriented toward either the physical environment or a simulated world"(p.75). Skype and
Face Time technology has the ability to transmit a perception of physical presence
through webcam video and voice over internet protocol, which facilitates the impression
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of togetherness. The feelings afforded by these communication technologies can be
explained by applying coordinated management of meaning, media richness, and social
presence theories.
Media richness theory and Social Presence theory provide explanations for the
difference between interpersonal communication and computer-mediated
communication. Skype and Face Time technology provide both coordination and social
cues of verbal intonation through conversation, facial expression and gestures (Buder,
2007). Computer-mediated communication lacks social context because users are unable
to see the expressions on the faces or hear the tone of the voices of those with whom they
communicate.
Social presence theory suggests that computer-mediated communication denies its
users the sense that there is another person involved in the communication because of the
lack of physical presence and emotional cues (Griffin, 2009). Unlike mobile phone use,
through which face-to-face meetings are often arranged through telephone calls, or text,
Skype and Face Time technology provide the ability to coordinate an immediate face-toface interaction without having to travel (Axhausen, Larsen, & Urry, 2008).
Media richness theory maintains that computer-mediated communication is too
limited in scope to provide relational richness to those who participate in it (Griffin,
2009). The Face-to Face communication presented in real time offered by Skype and
Face Time provide "richness to communication" not afforded by computer-mediated
communication or texting (Buder, 2007; Chang & Michels, 2011). This form of
communication offers an immediate response, provides the opportunity for timely
feedback, and conveys emotional cues through vocal inflection not afforded by written
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communication (El-Shinnawy& Markus, 1997). Furthermore, Social Information
Processing Theory counters these arguments with the belief that "relationships grow only
to the extent that parties first gain information about each other to form personal
impressions of who they are" (Griffin, 2009, p. 139). Social information processing
theory makes the assumption that those who communicate in CMC are more driven to
develop social relationships because time is slowed down in developing an interpersonal
relationship; whereas, in face-to face communication, the theory argues that there is too
much immediacy in communication for strong emotional ties to develop (Walther, 1996).
In addition, there exists a need for users of both CMC and Skype and Face Time
technology to assimilate.
According to Walther (2011), the need for belonging is as active for those who
communicate online as it is for those who communicate face-to-face. Users of computermediated communication depend on the information they receive online through the
written word; they lack the nonverbal cues of body language, facial expressions, gestures,
touch, and smell provided to those in a face-to-face conversation. Walther describes the
cues offered by face-to-face conversation.
Simply put, talking to, and looking at someone provide a simple and efficient interface
for the transmission and reception of information, and for the management of turn taking.
It is simple because the face, voice and words convey highly familiar code systems. It is
efficient because they are radically multiple. Even if the face only sent one system (let's
say affect, and for the moment, ignore physically/personality cues), and the voice
transferred only cues of the vocal variety (and not say tempo, voice quality, etc.) and
words (which we will allow to carry content and style as they do across any verbal
medium including text-based CMC), even under these conditions we are exchanging a
great quantity of information. Cues are exchanged across all levels simultaneously
through specialized receptor channels that do not compete for exclusive attention (i.e.,
eyes track appearance and kinesic cues, ears track verbal and vocalic cues, and neither
receptor has to split attention) (Walther, 2011, Chapter 1, Ease, effort, and optimal
multiplicity, paragraph 20).
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Skype and Face Time technology provides a format for both verbal and nonverbal communication, presenting its users with the verbal cues of vocal intonation and
the nonverbal cues associated with the physical appearance, facial expressions, gestures,
and body language transmitted through the screen. Skype and Face Time technology
provide their users with the ability to express their message through multiple layers of
communication. Users of this technology may choose to communicate through voice,
text, and/or video communication simultaneously during a call. This form of
communication technology provides convenience; nevertheless, there are those who
criticize its effects.
Technology is not without its criticism. Communication scholar Walter J. Ong
(1967) observed that critics of technology have argued against its exteriorizing effects.
We are told over and over again that man's life has been depersonalized by the machine
and mass culture. Data processing machines are the last in a long line of inventions that
have reduced man himself more and more to a mere object, a thing, exteriorly
manipulable, instead of honoring him as a person whose most valuable source of action is
his own interior. (Ong, 1967, p.13)
However, criticism necessitates an understanding of how technology affects the way
people communicate emotionally.
It is necessary to understand how the use of technology affects humans and
human emotions. Rheingold (2000) suggests that internet technology could be
understood by raising our awareness about three different levels of the social impact of
media: the interpersonal, the social, and the minds of the individuals using the
technology. Gibson, Jacobson, and Strate (1996) observe that, " As computing
technologies have developed, so has interest in examining their nature, role in society,
and relationship to human beings and culture (see e.g., Bolter, 1984; Perkinson, 1995;
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Rosnak, 1994; Turkle, 1984; Weizenbaum, 1976) (p.7). Likewise, technology's
development affects those who use it.
The development of new technology presents critical issues for its users. From
every new technology, three types of issues arise: what the technology can do for the
user; what skills need to developed to use the technology; and how the technology is
affecting its user (Powers, 2010). As technology changes, it presents a need to
understand how it effects the way humans communicate on an emotional basis.
Rationale
Technology does not discriminate against who uses it (Turnball, 2010), or the reasons for
its use; it is both multi-generational (Bouwhuis, Melenhorst, & Rogers, 2006) and multidimensional (Buder, 2007). Technology offers social presence to its users (Jerome &
Jordan, 2007). There is a need to understand how technology affects us on an
interpersonal level and its relationship to human beings (Gibson, Jacobson, & Strate,
1996). It is important to understand the influence that technology has on our personal
thoughts, words, and feelings, and the way we choose to communicate with one another
emotionally because of the human need for self-actualization and acknowledgement.
Therefore, in our search for knowledge, we must address the questions that arise from the
relevant literature.
Research Questions
Questions surface from the relevant literature. Barge (2004) articulates the first
research question, which pertains to the application of Coordinated Management of
Meaning (CMM) theory, "Why would one want to use CMM as opposed to another
practical theory within the social constructionist family?"(p.195) Another question
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evolves from the practical application of CMM theory, in which those involved in
dialogue co-create their own social reality during conversation. Pearce (2000) writes that
co-communicators in the context of conversation should ask one other, "What are we coconstructing together?"(p.420) CMM theory relates to Skype and Face Time technology
because the technology involves the process of verbal communication. In addition,
Kappas and Kramer (2011) question the influence that people who use technology exert
on others. Further motivations behind the use of technology may provide understanding
as to how technology affects the way people communicate emotionally using Skype and
Face Time. Kappas and Kramer (2011) ask, "Is it possible that technology would be used
for countermoves to increase authenticity in interaction?"(p.9) In contrast, Beaudry and
Pinsonneault maintain that research is needed to study the role of emotions that IT
technology has on its users and the emotional responses that it generates. Nonetheless,
there exists a need for further research to study the way such technology influences our
emotional communication.
Further research on the affect that Skype and Face Time technology has on
emotional communication will advance the understanding of this relatively new form of
technology, voice over internet protocol. This will benefit the field of Communication
because it will improve the understanding of communication involving technology,
interpersonal interaction, and emotion.
Hypothesis
Skype and Face Time technology will continue to change the way people
communicate emotionally because not only do Skype and Face Time provide an
immediate form of face-to-face communication, they also afford both social presence and
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social cues through context. Skype and Face Time involve the use of dialogue, and it is
through this dialogue that social worlds are co-constructed among their many users.
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CHAPTER 3: SCOPE
My research question asks how Skype and Face Time technology have changed
the way people communicate emotionally. The study focuses on the influence Skype and
Face Time technology exert on users' interpersonal communication.
I will test the hypothesis that Skype and Face Time technology will continue to
change the way people communicate emotionally based on an assumption that not only
do Skype and Face Time provide an immediate form of face-to-face communication; they
afford both social presence and social cues through context. I will explore through
survey research the communication technology that my sample population, Gonzaga
University students who use Zagmail, prefer to use when they communicate emotionally
with friends, loved ones, best friends or significant others . An e-mail with a link to the
online survey will be sent to the students through the Zagmail email system.
Survey research is an efficient way to gather information from a large
amount of people because it can be used to measure attitudes, opinions, behaviors, and
intentions ( Rubin, Rubin, Haridakis & Piele, 2010). The advantages to using a webbased survey by e-mail are that it is fast, inexpensive, and it takes respondents less time
to complete the survey online. There are no mailing costs associated with sending out an
online survey. The limitations to using this method of survey research include issues
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surrounding respondents' privacy and potential difficulty using web surveys due to
possible flaws in the survey design. (Neuman, 2006)
I will explore how Gonzaga students feel about the emotional effects of Skype
and Face Time technology by measuring their frequency of use, perceived ease of use
and their reasons for using the technology. Turnball (2010) determined how computermediated communication has influenced interpersonal communication by measuring the
communication habits of her sample population and their opinions about using digital
technology in the form of an online survey and personal interviews. I will measure how
Skype and Face Time technology affects the way people communicate emotionally using
a similar method of research.
Importance of the Study
It is important to study this relationship to understand the influence that
technology has on our personal thoughts, words, and feelings, and the way we choose to
communicate. This research will benefit both those who use technology and those who
develop it. This research is important to the field of Communication because it will
explore how a relatively new form of technology affects how people communicate.
Research Method
I plan to conduct an online survey among Gonzaga students to answer the
research question, which asks how technology has changed the way people communicate
emotionally using Skype and Face Time. I will also consider the demographics of age,
and gender of the respondents' answers, asking students about which forms of technology
they use most frequently and which types of technology they use to communicate their
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feelings to others. I am asking about these demographics because they offer
representative reliability and can be used as markers to identify trends among the student
population.
I will measure the respondents’ attitudes toward technology, and the forms of technology
they use most often to convey news. I plan to find out which emotions the survey
respondents likely express when they use technology to communicate emotion, how often
they use technology to communicate, and their perception toward technology. My
research will explore students' usage of these technologies to communicate with their
loved ones based on interpersonal communication.
Validity and Reliability
I plan to measure for reliability in my research by using the methodology known
as alternate-form reliability, or rewording the same question in the survey, to help ensure
that the answers from survey respondents are deliberate. I will measure for validity in my
research by using the methodology known as criterion validity by measuring the
responses to the survey questions against the demographics of the respondents. I will
measure the responses using statistical validity. Each answer will be given a different
numerical weight, and each response will be counted according to its corresponding
value. I will use Survey Monkey to tabulate the results using the Statistical Program for
the Social Sciences computer program.
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CHAPTER 4
METHODOLOGY
An e-mail invitation was sent through the Gonzaga University e-mail system to
both graduate and undergraduate Gonzaga University students to participate in an online
survey.
Two hundred and nineteen students participated in the survey, which measured
their use of technology, perceived ease of use, frequency of use, and feelings about Skype
and Face Time technology. The statistics were tabulated using the Statistical Program for
the Social Sciences. Further, the characteristics of age, gender and race/ethnicity were
cross- tabulated to identify potential trends among the respondents.
Validity in the research was measured using criterion validity. The type of
criterion validity used was concurrent validity, which measured the independent values of
the respondents’ age, gender, and race/ethnicity and their agreement with statements
measuring emotions associated with using Skype and Face Time technology.
Description of the Survey Population
51.2% of the respondents were male, and 48.8% of the respondents were female.
80.2% of the respondents were between the ages of 18 and 29. 76.9% of the respondents
had some college, and 23.1% of the respondents had an Associate or Bachelor’s degree.
79.3% of the respondents were Caucasian; 6.3% were Hispanic, 6.3% were African
American; 5.4% were Asian American; 0.9% were American Indian or Alaskan Native;
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and 1.8% of the respondents described themselves as Other. Of the two respondents who
reported themselves as Other, one reported race/ethnicity of Mixed race and
race/ethnicity of Arab and American descent.
Results of the Survey
Table 1
How many times during the week do you use digital communication (instant messages,
social media sites, emails, text messages, Skype or Face Time, etc.) to communicate
with others?
Response
Response
Percent
Count
0
0.5%
1
1-4
4.1%
9
5-9
2.7%
6
10-14
7.8%
17
15+
84.9%
186
Answer Options
answered question
219
skipped question
0
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Figure 1
Most of the survey respondents reported that they use digital communication
fifteen or more times per week. Digital communication was defined as instant messages,
social media sites, emails, and text messages, Skype or Face Time.
Table 2
What form of technology do you prefer to use to communicate with important people in
your life?
Answer Options
Response Percent
Response Count
Email
28.9%
63
Instant Messaging
28.4%
62
Social Media
23.4%
51
Skype
12.4%
27
Face Time
6.9%
15
answered question
218
skipped question
1
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Figure 2
Most of respondents reported that they prefer to use E-mail to communicate with
important people in their lives, followed by Instant Messaging and Social Media. Skype
usage came in next to last as the preferred method form of communication.
Table 3
In a typical week, how many
In a typical week, how many
In a typical week, how many
times do you use Skype?
times do you use Skype?
times do you use Skype?
Answer Options
Response Percent
Response Count
0
54.4%
118
1-4
38.2%
83
5-9
6.0%
13
10-14
0.5%
1
15+
0.9%
2
answered question
217
217
skipped question
2
2
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Figure 3
Table 4
In a typical week, how many times do you use Face Time?
Response
Response
Percent
Count
0
80.3%
175
1-4
16.1%
35
5-9
0.9%
2
10-14
0.5%
1
15+
2.3%
5
Answer Options
answered question
218
skipped question
1
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Figure 4
The charts above show that in a typical week, less than half the respondents who
reported that they use Skype 1-4 times per week. Less than twenty percent of the
respondents reported that they use Face Time 1-4 times per week.
Table 5
I use Skype to communicate with others who live a long distance from me.
Response
Response
Percent
Count
Strongly Agree
34.2%
75
Agree
29.7%
65
Neither agree nor disagree
13.2%
29
Disagree
7.8%
17
Strongly Disagree
15.1%
33
Answer Options
answered question
219
skipped question
0
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Figure 5
Approximately a third of the respondents agreed with the statement, I use Skype
to communicate with others who live a long distance from me, and over a third of
respondents strongly agreed with this statement.
Table 6
I use Face Time to communicate with others who live a long distance from me.
Answer Options
Response Percent
Response Count
Strongly Agree
7.4%
16
Agree
18.9%
41
28.1%
61
Disagree
12.0%
26
Strongly Disagree
37.8%
82
Neither agree nor
disagree
answered question
217
.
2
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Figure 6
Most of the respondents to this survey strongly disagreed with the statement, I use
Face Time to communicate with others who live a long distance from me, while almost a
third of the survey respondents indicated that they neither agreed nor disagreed with the
statement.
Table 7
Technology makes it harder to communicate what I’m feeling.
Response
Response
Percent
Count
Strongly agree
4.2%
9
Agree
24.7%
53
Neither agree nor disagree
28.8%
62
Disagree
27.4%
59
Strongly Disagree
14.9%
32
Answer Options
answered question
215
skipped question
4
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Figure 7
Table 8
Technology makes it easier to communicate what I’m feeling.
Answer Options
Response Percent
Response Count
Strongly Agree
17.4%
38
Agree
26.1%
57
32.6%
71
Disagree
21.6%
47
Strongly Disagree
2.3%
5
Neither agree nor
disagree
answered question
218
skipped question
1
27
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Figure 8
Less than five percent of those surveyed strongly agreed with the statement,
Technology makes it harder to communicate what I’m feeling. Almost a quarter of the
respondents agreed with this statement, while over a quarter the respondents neither
agreed nor disagreed. Almost a third of the respondents disagreed, while less than fifteen
percent strongly disagreed. More respondents agreed with the statement, Technology
makes it easier to communicate what I’m feeling.
Table 9
I use Skype to communicate feelings of love toward others.
Response
Response
Percent
Count
Strongly agree
9.2%
20
Agree
30.3%
66
Neither agree nor disagree
25.7%
56
Disagree
16.5%
36
Strongly Disagree
18.3%
40
Answer Options
answered question
218
skipped question
1
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Figure 9
Approximately a third of the respondents agreed with the statement, I use Skype
to communicate feelings of love toward others. Less than fifteen percent of the
respondents agreed with the statement; I use Face Time to communicate love toward
others.
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Table 10
I use Face Time to communicate feelings of love toward others.
Answer Options
Response Percent
Response Count
Strongly Agree
4.1%
9
Agree
13.2%
29
34.2%
75
16.9%
37
Neither agree nor
disagree
Disagree
69
31.5%
Strongly Disagree
answered question
219
skipped question
0
Figure 10
30
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Figure 11:
Table 11
Of the respondents who strongly agreed with the statement, I use Face Time to
communicate feelings of love toward others, approximately half of the respondents were
between the ages of 17 and 20 years old. None of the respondents who were age 50 or
older strongly agreed with this statement.
Table 12
I use Skype to talk about my problems with others.
Answer Options
Response Percent
Response Count
Strongly Agree
6.5%
14
Agree
35.0%
76
22.6%
49
Disagree
14.7%
32
Strongly Disagree
21.2%
46
Neither agree nor
disagree
answered question
217
skipped question
2
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Figure 12
Over a third of those surveyed agreed with the statement, I use Skype to talk
about my problems with others. Less than fifteen percent of those surveyed agreed with
the statement; I use Face Time to talk about my problems with others. .
Table 13
I use Face Time to talk about my problems with others.
Answer Options
Response Percent
Response Count
Strongly Agree
2.8%
6
Agree
14.2%
31
33.0%
72
Disagree
16.1%
35
Strongly Disagree
33.9%
74
Neither agree nor
disagree
answered question
218
skipped question
1
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Figure 13
Over a third of survey respondents strongly disagreed with the statement; I
use Face Time to talk about their problems with others. Approximately a third of
the respondents neither agreed nor disagreed with this statement.
Table 14
I use Skype to share the joys and sorrows in my life with others.
Response
Answer Options
Response Percent
Count
Strongly Agree
7.8%
17
Agree
41.3%
90
Neither agree nor disagree
22.5%
49
Disagree
7.3%
16
Strongly Disagree
21.1%
46
answered question
218
skipped question
1
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Figure 14
Table 15
I use Face Time to share the joys and sorrows in my life with others.
Answer Options
Response Percent
Response Count
Strongly Agree
3.2%
7
Agree
16.1%
35
34.4%
75
Disagree
12.8%
28
Strongly Disagree
33.5%
73
Neither agree nor
disagree
answered question
218
skipped question
1
34
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Figure 15
Over forty percent of survey respondents agreed with the statement, I use Skype
to share the joys and sorrows in my life with others. 16.1% of the survey respondents
agreed with the statement; I use Face Time to share the joys and sorrows in my life with
others.
Table 16
I use Face Time to share the joys and sorrows in my life with others.
Answer Options
Response Percent
Response Count
Strongly Agree
3.2%
7
Agree
16.1%
35
34.4%
75
Disagree
12.8%
28
Strongly Disagree
33.5%
73
Neither agree nor
disagree
answered question
218
skipped question
1
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Figure 16
16.1% of respondents agreed with the statement, I use Face Time to share the joys
and sorrows in my life with others. More than a third of the respondents neither agreed
nor disagreed with this statement, while approximately a third of survey respondents
strongly disagreed with this statement.
Table 17
I use Skype to share my accomplishments with others.
Response
Response
Percent
Count
Strongly Agree
8.4%
18
Agree
37.9%
81
Neither agree nor disagree
22.9%
49
Disagree
11.2%
24
Strongly Disagree
19.6%
42
Answer Options
answered question
214
skipped question
5
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Figure 17
Almost forty percent of respondents agreed with the statement, I use Skype to
share my accomplishments with others. Less than fifteen percent of the respondents
agreed with the statement, I use Face Time to share my accomplishments with others.
Table 18
I use Face Time to share my accomplishments with others.
Answer Options
Response Percent
Response Count
Strongly Agree
2.8%
6
Agree
14.8%
32
37.5%
81
Disagree
13.0%
28
Strongly Disagree
31.9%
69
Neither agree nor
disagree
answered question
216
skipped question
3
37
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Figure 18
Table 19
I use Skype to share my disappointments with others.
Answer Options
Response Percent
Response Count
Strongly Agree
3.7%
8
Agree
36.1%
78
22.7%
49
Disagree
16.7%
36
Strongly disagree
20.8%
45
Neither agree nor
disagree
answered question
216
skipped question
3
38
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Figure 19
Most of survey respondents agree with the statement, I use Skype to share my
disappointments with others. Almost a quarter of the survey respondents neither agreed
nor disagreed with this statement, and over twenty percent of the respondents strongly
disagreed with this statement.
Table 20
I use Face Time to share my disappointments with others.
Answer Options
Response Percent
Response Count
Strongly Agree
2.3%
5
Agree
13.4%
29
Neither agree nor disagree
36.9%
80
Disagree
15.7%
34
Strongly Disagree
31.8%
69
answered question
217
skipped question
2
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Figure 20
, I use Face Time to share my disappointments with others.
Almost a third of survey respondents strongly disagreed with the statement, I use
Face Time to share my disappointments with others, while Most of survey respondents
neither agreed nor disagreed. Less than fifteen percent of those surveyed agreed with this
statement.
Table 21
Using Skype lessens my feelings of loneliness.
Answer Options
Response Percent
Response Count
Strongly Agree
8.9%
19
Agree
29.0%
62
Neither agree nor disagree
27.1%
58
Disagree
15.0%
32
Strongly Disagree
20.1%
43
answered question
214
skipped question
5
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Figure 21
Approximately one-third of respondents agreed with the statement, Using Skype
lessens my feelings of loneliness, while almost a third of the respondents neither agreed
nor disagreed with this statement. Less than ten percent of respondents strongly agreed
with this statement.
Table 22
Using Face Time lessens my feelings of loneliness.
Answer Options
Response Percent
Response Count
Strongly Agree
3.7%
8
Agree
13.8%
30
39.0%
85
Disagree
11.9%
26
Strongly Disagree
31.7%
69
Neither agree nor
disagree
answered question
218
skipped question
1
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Figure 22
Less than fifteen percent of the respondents agreed with the statement, Using Face
Time lessens my feelings of loneliness. Approximately a third of the respondents
disagreed with this statement, while more than a third of the respondents neither agreed
nor disagreed with this statement.
Table 23
Using Skype helps relieve my feelings of uncertainty.
Response
Answer Options
Response Percent
Count
Strongly Agree
5.6%
12
Agree
24.2%
52
Neither agree nor disagree
34.9%
75
Disagree
15.8%
34
Strongly Disagree
21.9%
47
answered question
215
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Figure 23
Less than a quarter of respondents agreed with the statement, Using Skype helps
relieve my feelings of uncertainty. Less than ten percent of respondents strongly agreed
with this statement. Most of respondents neither agreed nor disagreed with this
statement.
Table 24
Using Face Time helps relieve my feelings of uncertainty.
Response
Answer Options
Response Percent
Count
Strongly Agree
1.8%
4
Agree
10.6%
23
Neither agree nor disagree
42.9%
93
Disagree
12.4%
27
Strongly Disagree
32.3%
70
answered question
217
skipped question
2
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Figure 24
Approximately ten percent of respondents agreed with the statement, Using Face
Time helps to relieve my feelings of uncertainty. Most of the respondents to this survey
neither agreed nor disagreed with this statement, while almost a third of respondents
strongly disagreed with this statement.
Table 25
Using Skype helps to relieve my feelings of anxiety during a crisis.
Answer Options
Response Percent
Response Count
Strongly Agree
5.1%
11
Agree
30.6%
66
28.7%
62
Disagree
13.9%
30
Strongly Disagree
21.8%
47
Neither agree nor
disagree
answered question
216
skipped question
3
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Figure 25
Most of those surveyed agreed with the statement, Using Skype helps to relieve
my feelings of anxiety during a crisis. Almost a third of those surveyed neither agreed
nor disagreed with this statement. Over twenty percent of respondents strongly disagreed
with this statement, and less than fourteen percent of respondents disagreed with this
statement.
Table 26
Using Face Time helps to relieve my feelings of anxiety during a crisis.
Answer Options
Response Percent
Response Count
Strongly Agree
2.8%
6
Agree
12.5%
27
40.7%
88
Disagree
12.5%
27
Strongly Disagree
31.5%
68
Neither agree nor
disagree
answered question
216
skipped question
3
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Figure 26
Less than thirteen percent of those surveyed agreed with the statement, Using
Face Time helps to relieve my feelings of anxiety during a crisis. Most of respondents
neither agreed nor disagreed with this statement. Approximately one-third of the
respondents strongly disagreed with this statement.
Table 27
Skype makes me feel more strongly connected to others.
Answer Options
Response Percent
Response Count
Strongly Agree
13.5%
29
Agree
37.7%
81
25.1%
54
Disagree
7.4%
16
Strongly Disagree
16.3%
35
Neither agree nor
disagree
answered question
215
skipped question
4
46
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Figure 27
Most of those surveyed agreed with the statement, Skype makes me feel more
strongly connected to others. Approximately twenty-five percent of the respondents
surveyed neither agreed nor disagreed with this statement. Less than ten percent of those
surveyed disagreed with this statement, and approximately sixteen percent strongly
disagreed with this statement.
Table 28
Face Time makes me feel more strongly connected to others.
Answer Options
Response Percent
Response Count
Strongly Agree
3.7%
8
Agree
18.9%
41
38.2%
83
Disagree
11.1%
24
Strongly disagree
28.1%
61
Neither agree nor
disagree
answered question
217
skipped question
2
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Figure 28
Less than twenty percent of those surveyed agreed with the statement, Face Time
makes me feel more strongly connected with others. Less than five percent of those
surveyed strongly agreed with this statement. Most of those surveyed neither agreed nor
disagreed with this statement.
RESPONDENTS WHO USE BOTH SKYPE AND FACE TIME
Forty-two of the 219 survey respondents reported that they use Face Time. A
filter was applied to determine which respondents use both Skype and Face Time. The
charts and tables below reflect the responses of the 35 respondents who reported that they
use both Skype and Face Time.
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Figure 29
RESPONDENTS WHO USE SKYPE AND FACE TIME CHART 1
Most of survey respondents who use both Skype and Face Time responded that
they use digital communication more than fifteen times during the week.
49
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Figure 30
RESPONDENTS WHO USE SKYPE AND FACE TIME CHART 2
Most of respondents who reported they use both Skype and Face Time responded
that they prefer to use Social Media to communicate with important people in their lives,
followed by Email and Face Time while in Figure 2, most of the respondents prefer to
use E-mail to communicate with important people in their lives.
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Figure 31
RESPONDENTS WHO USE SKYPE AND FACE TIME CHART 3
Most of respondents who reported they use both Skype and Face Time prefer to
use Text to communicate about life events to others, followed by Social Media and Email.
Figure 32
RESPONDENTS WHO USE SKYPE AND FACE TIME CHART 4
Most respondents who reported they use both Skype and Face Time reported that
in a typical week, they use Skype 1-4 times per week.
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Figure 33
RESPONDENTS WHO USE SKYPE AND FACE TIME CHART 5
All of the respondents who reported they use both Skype and Face Time reported
that in a typical week, they use Face Time 1-4 times per week.
.
Figure 34
RESPONDENTS WHO USE SKYPE AND FACE TIME CHART 6
Most of the respondents who reported they use both Skype and Face Time
strongly agreed with the statement, I use Skype to communicate with others who live a
long distance from me.
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Figure 35
RESPONDENTS WHO USE SKYPE AND FACE TIME CHART 7
Most of respondents who reported they use both Skype and Face Time agreed or
strongly agreed with the statement, I use Face Time to communicate with those who live
a long distance from me.
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Figure 36
RESPONDENTS WHO USE SKYPE AND FACE TIME CHART 8
Nearly a quarter of survey respondents who reported they use both Skype and
Face Time disagreed with the statement, Technology makes it harder to communicate
what I’m feeling, while over twenty percent agreed with this statement. Over one-third of
the respondents who use both Skype and Face Time neither agreed nor disagreed with
this statement.
.
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Figure 37
RESPONDENTS WHO USE SKYPE AND FACE TIME CHART 9
Over thirty percent of the survey respondents who reported they use both Skype
and Face Time responded that they agreed with the statement, Technology makes it easier
to communicate what I’m feeling, while an equal amount of these respondents neither
agreed nor disagreed with this statement.
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Figure 38
RESPONDENTS WHO USE SKYPE AND FACE TIME CHART 10
Most of the survey respondents who reported they use both Skype and Face Time
either agreed or strongly agreed with the statement, I use Skype to communicate feelings
of love toward others.
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Figure 39
RESPONDENTS WHO USE SKYPE AND FACE TIME CHART 11
Most of the survey respondents who reported they use both Skype and Face Time
agreed with the statement, I use Face Time to communicate feelings of love toward
others
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Figure 40
RESPONDENTS WHO USE SKYPE AND FACE TIME CHART 12
Most of the survey respondents who reported they use both Skype and Face Time
agreed with the statement, I use Skype to talk about my problems with others. Less than
three percent of these respondents strongly agreed with this statement.
Figure 41
RESPONDENTS WHO USE SKYPE AND FACE TIME. CHART 14
Most of the survey respondents who reported they use both Skype and Face Time
responded that they agreed with the statement, I use Face Time to talk about my problems
with others.
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Figure 42
RESPONDENTS WHO USE SKYPE AND FACE TIME CHART 14
Most of the survey respondents who reported they use both Skype and Face Time
agreed with the statement, I use Skype to share the joys and sorrows in my life with
others. Twenty percent of the respondents neither agreed nor disagreed with this
statement.
Figure 43
.
RESPONDENTS WHO USE SKYPE AND FACE TIME CHART 15
Most of the respondents who reported that they use both Skype and Face Time
agreed with the statement, I use Face Time to share the joys and sorrows in my life with
others.
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Figure 44
RESPONDENTS WHO USE SKYPE AND FACE TIME CHART 16
Most of the respondents who reported they use both Skype and Face Time agreed
with the statement, I use Skype to share my accomplishments with others. Less than three
percent strongly agreed with this statement.
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Figure 45
RESPONDENTS WHO USE SKYPE AND FACE TIME CHART 17
Most of the respondents who reported they use both Skype and Face Time agreed
with the statement, I use Face Time to share my accomplishments with others.
Approximately a quarter of the respondents who use both Skype and Face Time neither
agreed nor disagreed with this statement.
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Figure 46
RESPONDENTS WHO USE SKYPE AND FACE TIME CHART 18
Most of the respondents who reported they use both Skype and Face Time agreed
with the statement, I use Skype to share my disappointments with others. None of the
respondents who use both Skype and Face Time strongly agreed with this statement.
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Figure 47
RESPONDENTS WHO USE SKYPE AND FACE TIME CHART 19
Most of the respondents who reported they use both Skype and Face Time agreed
with the statement, I use Face Time to share my disappointments with others. Less than
three percent strongly agreed with this statement. Almost a quarter of respondents who
use both Skype and Face Time neither agreed nor disagreed with this statement.
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Figure 48
RESPONDENTS WHO USE SKYPE AND FACE TIME CHART 20
Most of the respondents who reported they use Skype and Face Time agreed with
the statement, Using Skype lessens my feelings of loneliness. Nearly twenty-five percent
of those who reported they use both Skype and Face Time responded that they neither
agreed nor disagreed with this statement.
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Figure 49
RESPONDENTS WHO USE SKYPE AND FACE TIME CHART 21
Most of the respondents who reported they use both Skype and Face Time agreed
with the statement, Using Face Time lessens my feelings of loneliness. Less than six
percent disagreed with this statement, while less than nine percent strongly disagreed
with this statement. Almost a quarter of the respondents who reported they use both
Skype and Face Time neither agreed nor disagreed with this statement.
Figure 50
RESPONDENTS WHO USE SKYPE AND FACE TIME CHART 22
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Figure 51
RESPONDENTS WHO USE SKYPE AND FACE TIME .CHART 23
Most of the respondents who reported they use both Skype and Face Time agreed
with the statement, Using Face Time helps to relieve my feelings of uncertainty.
However, nearly thirty-four percent of respondents who reported, they use both Skype
and Face Time neither agreed nor disagreed with this statement.
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Figure 52
RESPONDENTS WHO USE SKYPE AND FACE TIME CHART 24
Most of the survey respondents who reported they use both Skype and Face Time
agreed with the statement, using Skype helps to relieve my feelings of anxiety during a
crisis. Nearly twenty percent of respondents who reported they use both Skype and Face
Time neither agreed nor disagreed with this statement.
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Figure 53
RESPONDENTS WHO USE SKYPE AND FACE TIME CHART 25
Most of the respondents who reported they use both Skype and Face Time agreed
with the statement, Using Face Time helps to relieve my feelings of anxiety during a
crisis. Nearly a quarter of the respondents who reported they use both Skype and Face
Time neither agreed nor disagreed with this statement.
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Figure 54
RESPONDENTS WHO USE SKYPE AND FACE TIME CHART 26
Most of the respondents who reported that they use both Skype and Face Time
agreed with the statement, Skype makes me feel more strongly connected to others.
Almost twelve percent of the respondents who reported they use both Skype and Face
Time strongly agreed with this statement, while almost twelve percent strongly disagreed
with this statement. Less than ten percent of the respondents who reported they use both
Skype and Face Time disagreed with this statement.
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Figure 55
RESPONDENTS WHO USE SKYPE AND FACE TIME CHART 27
Most of the survey respondents who reported they use both Skype and Face Time
agreed with the statement, Face Time makes me feel more strongly connected to others.
Less than nine percent of the survey respondents who reported they use Skype and Face
Time disagreed with this statement and less than three percent strongly disagreed with
this statement.
Discussion
The findings show that, even though the use of Skype and Face Time technology
affords its users both social context and social cues by means of a transmitted image that
provides an immediate form of face-to-face communication, Skype and Face Time are
not the preferred methods of communication among survey respondents.
A significant number of respondents agreed that they use Skype to communicate
feelings of love toward others. Users of Skype and Face Time technology agreed with
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the statements, I use Skype to communicate feelings of love toward others, and I use Face
Time to communicate feelings of love toward others. These findings suggest that those
who use these technologies do so out of a need to relate to others, which supports
Walther’s contention that the need for belonging is as active for those who communicate
online as it is for those who communicate face-to- face (Walther, 2011).
Although frequent emotional communication serves to alleviate loneliness
(Gentzler et al., 2011; Tsai & Tsai, 2011), the findings of the survey showed that less
than a third of the respondents agreed that using Skype lessens their feelings of
loneliness, and less than fifteen percent of the respondents agreed that using Face Time
lessens their feelings of loneliness. Social presence theory serves to explain this finding;
it suggests that computer-mediated communication denies its users the feeling that
another person is involved in the communication because there is a lack of physical
presence and emotional cues. The results of this study support the contention that
technology affords social presence and changes relationships by allowing people to keep
in contact with one another more frequently (Albuquerque &Perkis, 2008;
Jerome&Jordan, 2007) . Skype and Face Time technology affords their users’ social
presence by providing users with the option of visual communication; however, there
exists a lack of complete physical presence among those who use the technology.
The findings indicate that using Skype and Face Time technology provides
feelings of connection to their users. More than thirty percent of the survey respondents
agreed that Skype makes them feel more strongly connected to others, while fewer than
twenty percent of the survey respondents agreed that using Face Time makes them feel
more strongly connected to others. Most of the survey respondents who reported they
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use both Skype and Face Time technology agreed that both Skype and Face Time makes
them feel more strongly connected to others.
Media richness theory states that computer-mediated communication is too
limited to provide the relational richness to those who participate in it (Griffin, 2009).
However, the results of the study indicate that over a third of the respondents agreed that
they use Skype to share the joys and sorrows in their lives with others, and over fifteen
percent of all respondents agreed they use Face Time to share the joys and sorrows in
their lives with others. In addition, more than a third of the respondents agreed that they
use Skype to share their disappointments with others. Less than fifteen percent of all
respondents agreed that they use Face Time to share their disappointments with others.
These results show that users of Skype and Face Time technology share a definite
emotional connection, or relational richness with others, when using these media.
The findings of the study revealed that more than a third of the population
surveyed stated that they agreed that they use Skype to talk about their problems as well
as share their joys, disappointments, and sorrows with others. Although the study
revealed that Skype and Face Time are not the preferred method of digital
communication among those surveyed, more respondents reported that they use Skype
than those that reported they use Face Time. The findings reveal that respondents who
agreed that they use Face Time to talk about their problems, and share their joys,
disappoints, and sorrows were age 35 or younger. None of the respondents who were age
50 or older reported that they use Face Time technology. These findings suggest that
although mediated communication affects our perception of the world around us
(Smith&Wood, 2001), it is ultimately the user’s feelings about the technology, their
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perception about what the technology does for them (Powers, 2010), that serves to
explain which form of mediated communication they choose to facilitate emotional
communication.
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CHAPTER 5
SUMMARIES AND CONCLUSIONS
Limitations of the Study
The use of an e-mail invitation with a link to complete an online survey sent to
Gonzaga University students was somewhat limited because there were privacy and
access issues in obtaining the e-mail addresses of the students. Since I was unable to
obtain the e-mail addresses of the students, I contacted an associate dean at Gonzaga
University, who forwarded my e-mail invitation to both graduate and undergraduate
students.
Recommendations for Further Study
The study findings reveal that although technology affords social context and
social cues through face-to-face communication, Skype and Face Time were not among
the preferred methods of digital communication. The findings suggest that though Skype
and Face Time afford its users social presence by providing the option of visual
communication, there exists a lack of complete physical presence. Social Presence
theory states that computer-mediated communication denies its users the feeling that
another person is involved in the communication because of a lack of physical presence
and social cues.
The findings show that respondents who reported they use both Skype and Face
Time agreed that they feel strong feelings of connection when using these technologies.
Media richness theory maintains that computer-mediated communication is too limited to
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provide relational richness to its users; yet these findings imply that these respondents
share a relational richness when using both of these technologies.
Further research measuring how these technologies, Skype and Face Time
technology, influence emotional communication is recommended using a larger sample
population that includes more diversity in race/ethnicity, age, and education. Additional
research should include an open-ended survey with write-in responses, asking the
respondents' feelings and opinions as well as face-to-face interviews.
Conclusions
This study began based on Martin Buber's philosophical assumption that we are
all created in the image of God and his assertion that when we choose to participate in
dialogue, we show our mutual respect for another person because we see that person in
the image of God. The findings of this study indicate that although those who choose to
use Skype and Face Time technology participate in conversation with one another, they
do not necessarily subscribe to these philosophical assumptions.
The theoretical basis of this study involved the Coordinated Management of
Meaning theory, based on the assumption that Skype and Face Time technology facilitate
emotional dialogue in which the co-construction of perceived social worlds occurs.
(Griffin, 2009) The findings of this study support only part of this assumption, that
Skype and Face Time technology facilitate emotional dialogue among their users. The
findings neither support nor disprove whether the co-construction of perceived social
worlds occurs during such emotional dialogue. However, these findings support the
conclusion that mediated communication affects our perception of the world around us
(Smith&Wood, 2001). Through the use of Skype and Face Time technology, users are
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able to form perceptions about the technology, and the social and emotional value this
form of communication brings to their lives.
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77
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Appendix A: Survey Questions
Technology Use Survey
1. How many times during the week do you use digital communication (instant messages,
social media sites, emails, text messages, Skype or Face Time, etc.) to communicate with
others?
0
1-4
5-9
10-14
15+
2. What form of technology do you prefer to use to communicate with important people
in your life?
Email
Instant Messaging
Social Media
Skype
Face Time
3. What form of technology do you use most often to communicate about life events to
others?
Text
Social Media
Skype
Face Time
E-mail
4. In a typical week, how many times do you use Skype?
0
1-4
5-9
10-14
15+
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5. In a typical week, how many times do you use Face Time?
0
1-4
5-9
10-14
15+
6. I use Skype to communicate with others who live a long distance from me.
Strongly Agree
Agree
Neither agree nor disagree
Disagree
Strongly Disagree
7. I use Face Time to communicate with others who live a long distance from me.
Strongly Agree
Agree
Neither agree nor disagree
Disagree
Strongly Disagree
8. Technology makes it harder to communicate what I'm feeling.
Strongly agree
Agree
Neither agree nor disagree
Disagree
Strongly Disagree
9. Technology makes it easier to communicate what I'm feeling.
Strongly Agree
Agree
Neither agree nor disagree
Disagree
Strongly Disagree
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10. I use Skype to communicate feelings of love toward others.
Strongly agree
Agree
Neither agree nor disagree
Disagree
Strongly Disagree
11. I use Face Time to communicate feelings of love toward others.
Strongly Agree
Agree
Neither agree nor disagree
Disagree
Strongly Disagree
12. I use Skype to talk about my problems with others.
Strongly Agree
Agree
Neither agree nor disagree
Disagree
Strongly Disagree
13. I use Face Time to talk about my problems with others.
Strongly Agree
Agree
Neither agree nor disagree
Disagree
Strongly Disagree
14. I use Skype to share the joys and sorrows in my life with others.
Strongly Agree
Agree
Neither agree nor disagree
Disagree
Strongly Disagree
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15. I use Face Time to share the joys and sorrows in my life with others.
Strongly Agree
Agree
Neither agree nor disagree
Disagree
Strongly Disagree
16. I use Skype to share my accomplishments with others.
Strongly Agree
Agree
Neither agree nor disagree
Disagree
Strongly Disagree
17. I use Face Time to share my accomplishments with others.
Strongly Agree
Agree
Neither agree nor disagree
Disagree
Strongly Disagree
18. I use Skype to share my disappointments with others.
Strongly Agree
Agree
Neither agree nor disagree
Disagree
Strongly disagree
19. I use Face Time to share my disappointments with others.
Strongly Agree
Agree
Neither agree nor disagree
Disagree
Strongly Disagree
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20. Using Skype lessens my feelings of loneliness.
Strongly Agree
Agree
Neither agree nor disagree
Disagree
Strongly Disagree
21. Using Face Time lessens my feelings of loneliness.
Strongly Agree
Agree
Neither agree nor disagree
Disagree
Strongly Disagree
22. Using Skype helps relieve my feelings of uncertainty.
Strongly Agree
Agree
Neither agree nor disagree
Disagree
Strongly Disagree
23. Using Face Time helps relieve my feelings of uncertainty.
Strongly Agree
Agree
Neither agree nor disagree
Disagree
Strongly Disagree
24. Using Skype helps to relieve my feelings of anxiety during a crisis.
Strongly Agree
Agree
Neither agree nor disagree
Disagree
Strongly Disagree
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25. Using Face Time helps to relieve my feelings of anxiety during a crisis.
Strongly Agree
Agree
Neither agree nor disagree
Disagree
Strongly Disagree
26. Skype makes me feel more strongly connected to others.
Strongly Agree
Agree
Neither agree nor disagree
Disagree
Strongly Disagree
27. Face Time makes me feel more strongly connected to others.
Strongly Agree
Agree
Neither agree nor disagree
Disagree
Strongly disagree
28. What range best describes your age?
17-20
21-35
35-49
50+
29. Are you male or female?
Male
Female
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30. Which race/ethnicity best describes you? (Please choose only one.)
American Indian or Alaskan Native
Asian / Pacific Islander
Black or African American
Hispanic American
White / Caucasian
Other (please specify)
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