Is Technology Enhancing or Hindering Interpersonal Communication? A Framework and Preliminary Results to Examine the Relationship Between Technology Use and Nonverbal Decoding Skill

Abstract

Digital technology has facilitated additional means for human communication, allowing social connections across communities, cultures, and continents. However, little is known about the effect these communication technologies have on the ability to accurately recognize and utilize nonverbal behavior cues. We present two competing theories, which suggest (1) the potential for technology use to enhance nonverbal decoding skill or, (2) the potential for technology use to hinder nonverbal decoding skill. We present preliminary results from two studies to test these hypotheses. Study 1 (N = 410) found that global screen time was unrelated to nonverbal decoding skill. However, how participants spent their time using technology mattered. Participants who reported more active technology use (i.e., posting content) self-reported that their nonverbal decoding skill (as measured by the Emotional Sensitivity subscale of the Social Skills Inventory) was superior but performed worse on objective measures of decoding skill (using standardized tests including the Diagnostic Analysis of Nonverbal Accuracy-Adult Faces and the Workplace Interpersonal Perception Skill). By contrast, passive users performed significantly better on objective measures of nonverbal decoding skill; although they did not self-report any difference in their skill compared to less passive users. Study 2 (N = 190), and a mini-meta analysis of both studies, replicated this pattern. These effects suggest a roadmap for understanding the theoretical relationship between technology use and nonverbal communication skills. We also provide recommendations for future research, including the use of experimental designs to determine causal pathways and to advance our conceptual understanding of the relationship between technology use and nonverbal decoding skill.

The poetry of psychological distance: Bidirectional associations between stimulus speed and its psychological distance and construal level.

“…By speaking fast, speakers may signal to their listeners that they are similar to them and that they are speaking to them intimately and personally. We live in an era when much human communication is conducted via technology (e.g., cellular phones, videoconferencing software, social media) and involves built-in spatial distance between communicators (Ruben et al, 2021; Watt, 2010). If, as suggested by our findings, the speed of speech is a modifier of social and perceived spatial distance, then shedding light on this role may contribute to our understanding of the dynamics of communication in general and of communication via technology in particular.…”

Different effects of social intention on movement kinematics when interacting with a human or virtual agent

“…In line with the existing literature, we expected slower (longer movement time, lower peak velocity and longer deceleration time) and higher (greater trajectory height) movements when the grasp-to-place actions were performed with a social intention compared to a personal intention. Furthermore, we predicted that this difference in movement kinematics would be present when participants interacted with the human confederate but reduced when they interacted with the virtual agent, as a consequence of the diminished non-verbal social cues typical of virtual interactions (Maloney et al, 2020;Ruben et al, 2021) .…”

Potensi Penggunaan Media Sosial Terhadap Kemahiran Komunikasi Interpersonal Guru Pelatih Institut Pendidikan Guru (IPG)

“…Perkembangan dalam ICT pada masa kini adalah salah satu medium komunikasi yang memberikan impak yang signifikan kepada pembangunan kemahiran komunikasi interpersonal dalam kalangan generasi muda termasuknya guru pelatih yang merupakan antara golongan yang kerap dalam penggunaan media sosial (Syed Ismail et al, 2020). Penggunaan media sosial memberi kesan positif dalam penguasaan komunikasi interpersonal seperti penguasaan kemahiran pendedahan diri (Desjarlais & Joseph, 2017), kecerdasan emosi (Loreto, 2019a) serta kemahiran penyahkodan isyarat bukan lisan (Ruben et al, 2021). Di samping itu, penggunaan laman rangkaian sosial turut dapat menghasilkan beberapa kebaikan sosial seperti menggalakkan interaksi antara rakan sebaya, mengekalkan hubungan dengan rakan serta menjalin hubungan yang baharu (Syed Ali et al, 2020).…”

“…Seterusnya, kajian empirikal Ruben et al (2021) terhadap individu yang berumur 18 hingga 29 tahun menunjukkan bahawa penggunaan teknologi secara pasif seperti menilai nada suara dan mimik muka yang ditunjukkan dalam gambar, status dan video yang dikongsikan oleh rakan dalam laman rangkaian sosial dapat meningkatkan kemahiran penyahkodan isyarat bukan lisan yang dapat membantu pelajar untuk memahami tingkah laku bukan lisan semasa interaksi bersemuka. Di samping itu, pendedahan terhadap video dan cerita motivasi yang dikongsi dalam media sosial dapat memberi kesan yang positif terhadap kecerdasan emosi terutamanya keyakinan diri pelajar kolej untuk berkomunikasi (Loreto, 2019a).…”

“…Hasil kajian Loreto (2019a) menunjukkan bahawa masalah kebergantungan teknologi serta kekerapan penggunaan fungsi "pintas" semasa menulis dan bertutur dalam media sosial akan memberi kesan yang negatif terhadap kemahiran mendengar pelajar kolej. Bukan itu sahaja, individu yang menghabiskan masa dalam creating dan posting kandungan platform media sosial dan bukannya berinteraksi dengan individu lain dalam media sosial akan memberi impak negatif terhadap pemahaman tingkah laku bukan lisan individu lain semasa interaksi bersemuka (Ruben et al, 2021).…”