Abstract
Emoji are often used to express emotions or visually enrich text communications, but little is known about the impact of emoji in peer feedback. We conducted a qualitative study on emoji’s roles in peer feedback in a small group collaborative design activity; the activity was conducted entirely online as part of a distance education class. Using content analysis on the feedback peers provided, and thematic analysis on transcribed interviews, we analyzed how emoji are used and perceived in four types of design feedback. Our analysis suggests that emoji increase peers’ awareness of affective status, and are also used to mark minor cognitive feedback with a more personal flavor as part of document-based conversations. We found that emoji help to establish a general informality for peer feedback activities. We discuss the implications for the design of collaborative learning software that supports richer peer feedback.
| Original language | English (US) |
|---|---|
| Title of host publication | A Wide Lens |
| Subtitle of host publication | Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings - 13th International Conference on Computer Supported Collaborative Learning, CSCL 2019 - Conference Proceedings |
| Editors | Kristine Lund, Gerald P. Niccolai, Elise Lavoue, Cindy Hmelo-Silver, Gahgene Gweon, Michael Baker |
| Publisher | International Society of the Learning Sciences (ISLS) |
| Pages | 296-303 |
| Number of pages | 8 |
| ISBN (Electronic) | 9781732467231 |
| State | Published - Jan 1 2019 |
| Event | 13th International Conference on Computer Supported Collaborative Learning - A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, CSCL 2019 - Lyon, France Duration: Jun 17 2019 → Jun 21 2019 |
Publication series
| Name | Computer-Supported Collaborative Learning Conference, CSCL |
|---|---|
| Volume | 1 |
| ISSN (Print) | 1573-4552 |
Conference
| Conference | 13th International Conference on Computer Supported Collaborative Learning - A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, CSCL 2019 |
|---|---|
| Country | France |
| City | Lyon |
| Period | 6/17/19 → 6/21/19 |
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All Science Journal Classification (ASJC) codes
- Human-Computer Interaction
- Education
Cite this
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Using and perceiving emoji in design peer feedback. / Sun, Na; Lavoué, Elise; Aritajati, Chulakorn; Tabard, Aurélien; Beth Rosson, Mary.
A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings - 13th International Conference on Computer Supported Collaborative Learning, CSCL 2019 - Conference Proceedings. ed. / Kristine Lund; Gerald P. Niccolai; Elise Lavoue; Cindy Hmelo-Silver; Gahgene Gweon; Michael Baker. International Society of the Learning Sciences (ISLS), 2019. p. 296-303 (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 1).Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
TY - GEN
T1 - Using and perceiving emoji in design peer feedback
AU - Sun, Na
AU - Lavoué, Elise
AU - Aritajati, Chulakorn
AU - Tabard, Aurélien
AU - Beth Rosson, Mary
PY - 2019/1/1
Y1 - 2019/1/1
N2 - Emoji are often used to express emotions or visually enrich text communications, but little is known about the impact of emoji in peer feedback. We conducted a qualitative study on emoji’s roles in peer feedback in a small group collaborative design activity; the activity was conducted entirely online as part of a distance education class. Using content analysis on the feedback peers provided, and thematic analysis on transcribed interviews, we analyzed how emoji are used and perceived in four types of design feedback. Our analysis suggests that emoji increase peers’ awareness of affective status, and are also used to mark minor cognitive feedback with a more personal flavor as part of document-based conversations. We found that emoji help to establish a general informality for peer feedback activities. We discuss the implications for the design of collaborative learning software that supports richer peer feedback.
AB - Emoji are often used to express emotions or visually enrich text communications, but little is known about the impact of emoji in peer feedback. We conducted a qualitative study on emoji’s roles in peer feedback in a small group collaborative design activity; the activity was conducted entirely online as part of a distance education class. Using content analysis on the feedback peers provided, and thematic analysis on transcribed interviews, we analyzed how emoji are used and perceived in four types of design feedback. Our analysis suggests that emoji increase peers’ awareness of affective status, and are also used to mark minor cognitive feedback with a more personal flavor as part of document-based conversations. We found that emoji help to establish a general informality for peer feedback activities. We discuss the implications for the design of collaborative learning software that supports richer peer feedback.
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UR - http://www.scopus.com/inward/citedby.url?scp=85068783568&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85068783568
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 296
EP - 303
BT - A Wide Lens
A2 - Lund, Kristine
A2 - Niccolai, Gerald P.
A2 - Lavoue, Elise
A2 - Hmelo-Silver, Cindy
A2 - Gweon, Gahgene
A2 - Baker, Michael
PB - International Society of the Learning Sciences (ISLS)
ER -