Abstract
This paper explores the use of paralinguistics, defined as cues which facilitate interaction and communication without the use of specific words (e.g., emoticons, emojis) in instructor-student technologically-mediated out-of-class communication (TMOCC). Using an experiment manipulating cue use and instructor sex in initial emails, we examined how respondents’ (N = 236) impressions of instructors’ credibility and immediacy are influenced by these paralinguistics. Results suggest instructors who use paralinguistics may be perceived as more immediate and caring but less competent; perceived trustworthiness was unaffected by paralinguistic use. Instructor sex did not generate significant differences in students’ impressions. These findings have implications for current instructors when engaging in TMOCC with students; limitations and future directions are also discussed.
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Appendix
Appendix
Emojis | Emoticons | Neither | ||||
|---|---|---|---|---|---|---|
M | SD | M | SD | M | SD | |
Initial Impression | 4.71a | .58 | 4.82a | .64 | 4.43b | .55 |
Immediacy | 5.71a | .78 | 5.93a | .69 | 4.75b | 1.10 |
Credibility – Competence | 4.79a | .94 | 4.99a | 1.11 | 5.48b | .89 |
Credibility – Trustworthiness | 5.01a | .92 | 5.25a | 1.12 | 5.23a | .96 |
Credibility – Goodwill | 5.25a | 1.11 | 5.64b | .91 | 4.77c | .98 |
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Vareberg, K.R., Westerman, D. To: -) or to ☺, that is the question: a study of students’ initial impressions of instructors’ paralinguistic cues. Educ Inf Technol 25, 4501–4516 (2020). https://doi.org/10.1007/s10639-020-10181-9
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DOI: https://doi.org/10.1007/s10639-020-10181-9