Video Mediated Communication

RAFT (Remote Accessible Field Trips) provides the possibility for students to participate in field trips from remote locations. This paper reports on two studies to test the RAFT concept. The first study used video-mediated communication (VMC) to allow students to communicate with experts. The second study tested students’ experiences of using off-the-shelf technologies to transfer data while assigned with specific

The impact of looking into the camera during a presentation over a video link (resulting in the perception of mutual gaze) on information recall was investigated. In a face-to-face context mutual gaze has been shown to facilitate the encoding and subsequent recall of information [Fry, R., Smith, G.F., 1975. The effects of feedback and eye contact on performance of a digit-coding task. J. Soc. Psychol. 96, 145–146; Otteson, J.D., Otteson, C.R., 1980. Effect of teacher's gaze on children's story recall. Percept. Motor Skill. 50, 35–42; Sherwood, J.V., 1988. Facilitative effects of gaze upon learning. Percept. Motor Skill. 64 (3 Part 2), 1275–1278]. One explanation for these findings is that gaze acts as an arousal stimulus, which increases attentional focus and therefore enhances memory [Kelley, D.H., Gorham, J., 1988. Effects of immediacy on recall of information. Commun. Edu. 37(3), 198–207]. Two studies were conducted in order to test whether gazing at the camera during video-mediated presentations resulted in similar benefits as mutual gaze in a face-to-face context. In study 1 a confederate presented information about two fictitious soap products. In one condition, the confederate gazed at the camera for 30% of the presentation, therefore giving the participants the impression that he was gazing in their direction. In the other condition the confederate did not gaze at the camera. Participants viewed the sales presentations from both conditions. In the condition where gaze was directed at the camera, participants recalled significantly more information about the sales presentation. Study 2 employed the same pre-recorded sales presentations used in study 1, however they were delivered to the participants under audio-only conditions (therefore, the image was switched off). Results from study 2 indicated no recall differences between the two conditions. Findings from these studies would seem to indicate that the perception of gaze aversion over a video link (a consequence of the salesman not looking into the camera) has a negative impact on information recall. This has practical implications for video-mediated presentations. In a distance learning environment lecturers could be advised to look into the camera in order to promote more efficient learning in students.

Teledermatology refers to the use of information and communication technologies (such as videoconferencing or transmission of digital images) to enable the practice of diagnostic dermatology between participants separated by geographic distance. The objective of this study was to critically review the quality of evidence about patient satisfaction with teledermatology applications. Sample size, reporting of validity and reliability, used instrument and its underlying constructs were determined for all studies where information was available. Fourteen studies were identified, five refer to store-and-forward applications, the remaining ones describe video-based systems. The systematic review demonstrated that methodological deficiencies in the published research impact the generalizability of findings. The two types of teledermatology (video-based and store-and-forward) require different satisfaction instruments as they are based on different contexts of care delivery, with video-mediated communication being key in the former and patients' absence from the diagnostic process in the latter mode of care delivery.

How does using video technology influence the emotional experience of communication in psychological counselling? In this paper, the experience of emotion—as an essential factor in the communication between counsellor and client—is systematically compared for face-to-face and video formats. It is suggested that the research methodology for studying computer-mediated forms of communication links lab and (virtual) reality in an ideal way. Based on a sample of 27 cases, significant differences and their observed effect sizes are presented. The aim of this study is to investigate the emotional experience in direct and mediated interaction and thus to contribute to the systematic search for evidence as to whether and how the emotional experience in psychological counselling interviews changes during video-mediated transmission. The results suggest, among others, that negative emotions are more intense in the video format and positive emotions are intensified in the face-to-face format.

Recent trends toward telecommuting, mobile work, and wider distribution of the work force, combined with reduced technology costs, have made video communications more attractive as a means of supporting informal remote interaction. In the past, however, video communications have never gained widespread acceptance. Here we identify possible reasons for this by exarn- ining how the spoken characteristics of video-mediated communication

Videoconferencing systems are increasingly used for a variety of tasks. Many of these tasks demand reliable, high quality communication support. Trust plays an important role in interpersonal communication, sometimes even as an enabler for effective communication. We present findings of an experimental study with 64 participants investigating the influence of task type and the amount of visual information available to

Justice systems around the world are increasingly turning to videoconferencing as a means to reduce delays and reduce costs in legal processes. This preliminary research examined whether interviewing a witness remotely – without physical co-presence of the witness and interviewer – could facilitate the production of quality facial composite sketches of suspects. In Study 1, 42 adults briefly viewed a photograph of a face. The next day they participated in Cognitive Interviews with a forensic artist, conducted either face-to-face or remotely via videoconference. In Study 2, 20 adults participated in videoconferenced interviews, and we manipulated the method by which they viewed the developing sketch. In both studies, independent groups of volunteers rated the likeness of the composites to the original photographs. The data suggest that remote interviews elicited effective composites; however, in Study 1 these composites were considered poorer matches to the photographs than were thos...

... Gwyneth Doherty-Sneddon, Steve Langton, and Vicki Bruce, Department of Psychology, University of Stirling, Stirling, Scotland; Anne Anderson and Simon Garrod, Department of ... sure of success that can be used to help interpret the measures of process that we also investigate ...