Anonymity effects in computer-mediated communication in the case of minority influence

Moral-Toranzo, Félix; Canto-Ortiz, Jesús; Gómez-Jacinto, Luís

doi:10.1016/j.chb.2005.09.002

Cited by 29 publications

(16 citation statements)

References 28 publications

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“…When perceived anonymity of self is high, individuals may experience deindividuation, which is a state of diminished focus on self and reduced concern for social evaluation (Postmes and Spears 1998). In this case, they will perceive low accountability in their social interactions and possess a sense of immunity (Moral-Toranzo et al 2007). Conversely, if individuals sense that others know their identity information, they will be held responsible for their online adventures (e.g., Ji andLieber 2010, Xu et al 2011).…”

Section: Hyperpersonal Framework Andmentioning

confidence: 97%

Research Note—Privacy Concerns and Privacy-Protective Behavior in Synchronous Online Social Interactions

Jiang

Heng

Choi

2013

Information Systems Research

258

165

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P rivacy is of prime importance to many individuals when they attempt to develop online social relationships.Nonetheless, it has been observed that individuals' behavior is at times inconsistent with their privacy concerns, e.g., they disclose substantial private information in synchronous online social interactions, even though they are aware of the risks involved. Drawing on the hyperpersonal framework and the privacy calculus perspective, this paper elucidates the interesting roles of privacy concerns and social rewards in synchronous online social interactions by examining the causes and the behavioral strategies that individuals utilize to protect their privacy. An empirical study involving 251 respondents was conducted in online chat rooms. Our results indicate that individuals utilize both self-disclosure and misrepresentation to protect their privacy and that social rewards help explain why individuals may not behave in accordance with their privacy concerns. In addition, we find that perceived anonymity of others and perceived intrusiveness affect both privacy concerns and social rewards. Our findings also suggest that higher perceived anonymity of self decreases individuals' privacy concerns, and higher perceived media richness increases social rewards. Generally, this study contributes to the information systems literature by integrating the hyperpersonal framework and the privacy calculus perspective to identify antecedents of privacy trade-off and predict individuals' behavior in synchronous online social interactions.

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Section: Hyperpersonal Framework Andmentioning

confidence: 97%

Research Note—Privacy Concerns and Privacy-Protective Behavior in Synchronous Online Social Interactions

Jiang

Heng

Choi

2013

Information Systems Research

258

165

View full text Add to dashboard Cite

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“…By alleviating the potential threats resulting from social scrutiny, evaluation anxiety, and self-validation (Franzoi, 2006;Lea, Spears, & de Groot, 2001;Moral-Toranzo, Canto-Ortiz, & Gómez-Jacinto, 2007;Palme & Berglund, 2002;Postmes & Lea, 2000;Zhang et al, 2010), anonymity can mean that the negative emotions frequently associated with identifiable peer assessment activities, such as a sense of insecurity, heightened anxiety, and emotional tension, can be alleviated (Miyazoe & Anderson, 2011;Roberts & Rajah-Kanagasabai, 2013). In addition, the negative influences that self-consciousness may exert on the assessor in peer assessment activities can also be relieved (Roberts & Rajah-Kanagasabai, 2013;Zhang et al, 2010).…”

Section: Introductionmentioning

confidence: 97%

A mixed methods approach to the assessor's targeting behavior during online peer assessment: effects of anonymity and underlying reasons

Sung

2015

Interactive Learning Environments

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This study examined the effects of identity revelation and concealment on the number of times students' work was assessed in an online peer assessment context. It also examined the underlying reasons guiding the assessor's targeting behavior. Two fifthgrade classes participated. The one-group pretest-posttest experimental research design coupled with qualitative research method was adopted. The results from social network analysis (SNA) showed a high redundancy rate for both high-and lowtargeted assessees in identity-revealed and identity-concealed conditions for both classes. Moreover, the density metrics indicated that all sociograms were similarly sparse. The Wilcoxon tests further confirmed that there were no significant differences in the assessees' ranking in the two conditions for both classes. Finally, analysis of students' self-reflective data revealed that the features/content of the work to be assessed, rather than who the question-author was, was the determining factor when it came to deciding the target for online peer assessment.

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“…The literature on media effects indicates that mediated interactions differ from face‐to‐face interactions in many psychologically significant ways. Specifically, social scrutiny, evaluation anxiety and self‐validation based on social comparison, which are detrimental to social processes and overall production, may become less of a concern to participating parties in situations where participants are not identified and may transform the interaction process and its outcomes (Cooper, Gallupe, Pollard & Cadsby, 1998; Moral‐Toranzo, Canto‐Ortiz & Gómez‐Jacinto, 2007; Pinsonneault & Heppel, 1997–98; Postmes & Lea, 2000). Regardless of the evidence of such differences, a review of previous studies reveals that most researchers examined computer‐mediated group communication situations, bulletin‐board systems, and electronic brainstorming and decision‐making sessions, where a group of individuals exchanged personal views regarding a specific theme that was usually proposed by the instructor/moderator.…”

Section: Introductionmentioning

confidence: 99%

“…Nevertheless, the constructive use of anonymity has rarely been empirically investigated in online learning situations. Additionally, although past research has examined the perceptions of self and others in online, anonymous group situations (Lea, 1998; Lea, Spears & de Groot, 2001; Moral‐Toranzo et al , 2007), to the best of our knowledge, no existing studies have simultaneously examined the relative views of participants from the viewpoints of both the subject (a user who has chosen a certain identity mode) and the object (a user commenting on other users' chosen identity mode) positions. Finally, the use of nicknames is common in online communications, as evident in instant messaging, online chat‐rooms and forums, so the potential benefits for online learning environments should be of great interest.…”

Section: Introductionmentioning

confidence: 99%

Creating a psychologically safe online space for a student‐generated questions learning activity via different identity revelation modes

Liu

2009

Brit J Educational Tech

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This study focuses on mitigating evaluation apprehension, which is usually unavoidable in identifiable social situations, via the constructive use of prominent features of networked technologies. Specifically, this study investigated learners' attitudes towards different user-identity revelation modes, namely, real-identity, anonymity and created-identity, in an online questionconstruction and peer-assessment context. Forty university freshmen, taking a physics laboratory course, participated for one semester in 2007. A learning system called The Question Authoring and Reasoning Knowledge System which allowed students to contribute and benefit from cyclic process of constructing and reviewing questions, was devised. Analysis of the data gathered found that students reacted statistically differently to the modes of real name, anonymity and nickname. Furthermore, participating students adjusted their preferred mode in different roles and circumstances. The data obtained suggest that program developers should embed flexible and versatile capabilities of computer and communication technologies by allowing individuals the opportunity not to be identified or only be identified via a nickname of their choice, so as to help eliminate feelings of embarrassment and uneasiness, which are not psychologically sound and may hinder the learning process.

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Anonymity effects in computer-mediated communication in the case of minority influence

Cited by 29 publications

References 28 publications

Research Note—Privacy Concerns and Privacy-Protective Behavior in Synchronous Online Social Interactions

Research Note—Privacy Concerns and Privacy-Protective Behavior in Synchronous Online Social Interactions

A mixed methods approach to the assessor's targeting behavior during online peer assessment: effects of anonymity and underlying reasons

Creating a psychologically safe online space for a student‐generated questions learning activity via different identity revelation modes

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