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• Expression of Emotions in e-learning
• Synchronous and Asynchronous Interactions
• Emanuela Magno Caldognetto , Isabella Poggi ,
  
• Federica Cavicchio
• magno, cavicchio_at_pd.istc.cnr.it,
  poggi_at_uniroma3.it
• ISTC CNR sezione di Padova
• Dip. di Scienze dellEducazione,
• Università di Roma Tre

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In e-learning communities, to support
collaborative learning, is widely spread the use
of chat and forum (Garrison et al.,
2000). Differently from face to face learning,
in this on line communities it is possible to
communicate not only synchronically (i.e. chat)
but also asynchronically (i.e. forum). As for
face to face learning, social and emotive aspects
of communication are fundamental, but they are
totally burdened to emoticons and creative
idiosyncratic uses of writing (Riva, 2002).
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Is CMC coldcommunication? - Computer
Mediated Communication do not vehicle
informations about facial expression, prosody,
gesture, prossemic?is it possible to communicate
social attitudes and affectivity without this
signals? - How is it possible to express
emotions with the restriction of video writing
instruments? To answer these questions we
collected and analysed a corpus of e-learning
interactions, in chat and forums, in several
Italian universities and in different
courses. This research is sponsored by the
FIRB MIUR project Nuove tecnologie per la
formazione permanente e reti nel sistema
socioeconomico italiano
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• Corpus
• 4 chat e 14 forums interactions of e-learning
  courses (2 postgraduate courses and 3 university
  courses)
• Method
• The collected data were analysed and classified
  following these criteria
• synchronous or asynchronous communication
  (communication variable)
• symmetric or asymmetric communication
  (sociolinguistic variable)
• In this work we present the analysis results for
  greetings and emoticons (98 emoticons, 176
  greetings)

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Greetings

• To study greetings we consider
• Expression typology simple greetings,with
  emoticon before or after greetings, with
  exclamation marks or with all these signals
  combined
• Interaction phase greetings at the beginning or
  the end of the interaction
• Predictability of future interactions e. g.
  Arrivederci, se you soon
• Time e.g. buongiorno, buonanotte, goodafternoon
• Relation formal, intimacy
• Intensity exclamations mark, emoticon,
  superlativi, use of upper case letters
• Emotions typology individual, social,
  cognitive, self presentation
• Expression, communication, induction or
  transmission of emotions

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Expression, communication, induction and
transmission of emotions

• Expression of emotions agent A feel an emotion,
  has the goal of manifest it and s/he effect a
  behaviour to ease the physiological stress
• E.g. A sights of relief, slams the door or smile
  to herself
• A has the goal of decrease the arousal level.
• Theres no mention to other agents.

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Expression, communication, induction and
transmission of emotions

• Communication of emotions A produce
  communicative signals (as words, graphics,
  gesture) to make agent B know that A feels an
  emotion
• E.g. Buon corso ?
• A smile at B

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Expression, communication, induction and
transmission of emotions

• Induction of emotions di emozioni agent A has
  the goal to make B feel an emotion, even s/he
  does not feel it. For example A tells B a joke or
  flatters B
• Es. Auguro a tutti buon corso (I wish you all to
  have nice classes)

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Expression, communication, induction and
transmission of emotions

• Trasmissione of emotions A feels an emotion and
  bears an expressive or communicative behaviour.
• Because of this behaviour B feels the same or a
  similar emotion or perform a consequent act.
• E.g. Spero di conoscervi presto (I hope to know
  you soon)

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Greetings results
In our corpus greetings are largely used to
transmit emotions, secondly greetings induce
emotions in B. Finally they communicate emotions
mostly connected to the recognition of the other
as an interlocutor (Eibl-Eibesfeldt, 1974)
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Greetings results
Greetings point out overall informal relationship
between students and tutors and less frequently
intimacy and formality.
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Greetings results
To express intensity the most used graphic signs
are one or more exclamation mark added,
emoticons added, superlatives (bacioni/
bacionissimi/un mare di baci)
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Greetings results
All the emotions communicated are related to
happiness
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Greetings results
Emotions transmitted are fondness and like (both
social emotion)
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Greetings results
Through greetings A wants to induce in B
respect
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Emoticon Analysis

• Emoticons are
• Synonymy or substitutive of verbal expression
• First meaning it is in the iconicity of the
  graphic signal? to smile, to laugh, to be angry,
  to wink
• Emotion communicated emoticons are used by the
  sender A to make agent B know that A feels an
  emotion
• Emoticons communicate emotions because they
  express an emotion of A. Emotions communicated
  are social, cognitive and self presentation

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Emoticon Analysis
Emoticons, with respect to the preceding or
following written text, have these
functions Repetitive ?if communicating the same
meaning Additive?if adding meaning congruent to
the written Substitutive ?if communicating a
meaning no related to written Contradiction?if
communicating a meaning in contrast Mostly
emoticon is used as synonymous of the written
(repetitive function) or as autonomous signal
(additive, contradiction, substitutive function)
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Emoticon Analysis
I asynchronous CMC autonomous emoticons could be
a misunderstanding factor, so writer used them to
comment a sentence, while in synchronous CMC,
emoticons are used alone as an answer, as
greeting, as winking signal.
On the other hand, emoticons, in synchronous
interactions, are nearer to the use of facial
expression in face to face communication and so
they are used many times as feedback signals.
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Emoticon Analysis
Most frequent emoticons are ? (43), - ))) (21)
and ? (14)
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Emoticon Analysis
74 of the emotions communicated by emoticons are
social (e.g. like or dislike), 14 are self
presentation (e.g. satisfaction) and 12
cognitive (e.g. frustration or enthusiasm,
emotions felt during new informations acquisition
and elaboration, Levorato 2000)
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Conclusions
The aim of this investigation was to study
affective and emotive interactions in e-learning.
In this poster we present the first results of
the analysis on the CMC use on the e-learning
corpus collected. As socio-emotive expression is
reduced by the medium, affective expressions are
burdened not only by the lexicon but on emoticons
and other expressive signals too. These signals
borrow from facial and intonative expressions a
large part of their communicative capability, so
it is possible to assume a system of rules in
order to pass to a tagged text, useful also for
the implementation of affective and emotion in
Talking Head (Magno Caldognetto et al., 2004)
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Bibliography
Eibl-Eibesfeldt, I., (1974), Somiglianze e
differenze interculturali tra movimenti
espressivi, in Hinde R. A.(ed.), La
comunicazione non verbale, Bari-Roma, Laterza,
pp. 395-415.   Garrison, R., Anderson, T.,
Archer, W. (2000), Critical Inquiry in a Text
-Based Environment, in Computer Conferencing in
Higher Education, Internet and Higher Education,
2, (2-3) pp. 87-105.     Levorato, M.C. (2000).
Le emozioni della lettura. Bologna, Il
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