impact of information technology on communication essay

Impact of Technology on Communication Essay

Introduction, advancement of technology in communication, media technology and online communication, the impacts of mobile phone on communication, reference list.

The realm of technology is ever-changing. New advances in applied science have forever transformed the way people interact. Exploring the impact of technology on communication and debating whether people connect with others differently seems to be the topic of the day.

Technology has allowed people to keep in touch no matter the distance. One is able to communicate 24 hours around the clock, seven days a week, 365 days on an interpersonal level.

What are the real impacts of technology on communication? How do electronics mediate and change the ways in which humans interact? How has the emergence of the Internet, mobile phones, and social networks affected society and businesses?

In order to reveal the importance of technology in communication, the essay tries to find answers to these questions. It explores how everything has changed over the years and discusses the connection between technology and communication.

To begin this examination and find answers to these questions, we begin by defining media and communication and outlining the stages of technological advancement from old age to the present day in the field of communication. The paper will highlight the use of the Internet, newspapers, radio, and other media, but it mostly dwells on the use of mobile telephony.

Communication is “the imparting or exchange of information by speaking, writing or using some other medium” (Daniel & Rod, 2011). On the other hand, media is defined as “the main means of mass communication (television, radio, and newspapers) regarded collectively.”

Technology has changed everything in the modern society. The way we communicate has been revolutionized by the advancement of new innovations in the telecommunication sector. Connecting with other people with ease is more feasible in today’s world, and this is due to speed.

Several centuries ago, books and newspapers reigned as the only choice of communication. Then later, innovators brought the radio and television before innovation was taken a notch higher with the coming of the personal computer (Johnson, 1997, p.3).

With every new innovation, the reliance on books and newspapers as the mass medium of communication continued to reduce. With time, human culture has come to understand the power and the mechanisms involved in technology and invention. In today’s world, information has permeated the cycles of change and development.

The world today, past and present, can be studied at ease with the growing information technology. Technology has advanced with sheer velocity allowing different media to shape our thinking and habits. The people who were born during the television era thought that it was the climax of innovation, but they suddenly found themselves acclimating to a new medium, the World Wide Web.

Every time a new medium rolls out, the perceptions towards the previous media you were used to change (Johnson, 1997 p5). Technology proved to be powerful in the sense that no human being can predict what will change and what won’t with certainty.

The irony of it all is the fact that the influence of technology extends beyond generations to come. It is with no doubt that technology has changed the lives of human beings; information and entertainment are being received in a more convenient way.

The innovation of having a conversation using a device called the telephone changed everything in communication. This became magical, and one couldn’t believe such innovation would exist (Tofts, 1997, p.40).

With the emergence of new media technologies, consumers have been empowered to ‘filter’ the information they want to receive. This allows them to have a choice of which news to watch or what information to listen to (Palmer, 2003, p.161).

Media consumption has been made an engaging experience with marketers studying the preferences of the consumers in order to reflect broader social changes in society. In today’s world, the computer is seen as a multi-purpose machine with work and leisure functions, therefore, creating more value.

The rise of the Internet has also made it possible to have virtual offices where the user can work from home or any convenient location. The flow of information from different media has greatly changed the social structures of society at different levels (Barry, 1999).

Digital media has enabled news and event to be channeled in real-time. The combination of the Internet and commerce has given birth to e-commerce sites providing huge potential for marketers to reach out to virtual communities.

In the world today, there are numerous media screens within our surroundings. This ranges from the television sets in our houses, computer monitors at the office, mobile phones and MP3 players in our pockets and handbag.

Even when shopping or waiting to board a plane, you’re most probably staring at screens with entertainment media (Soukup, 2008, p.5). Heavy marketing has been adopted by producers of mobile technologies targeting consumers who possess mobile phones with picture and video capacity (Goggin, 2006, p.170).

Media texts producers have termed mobile media as a “third screen,” a device that consumers carry around with much ease. Unlike television screens, broader communication networks have been integrated into personal computers and mobile phones (Goggin, 2006, p.9).

Train, buses, and airplanes have been dominated by mobile screens providing passengers with entertainment as well as other media content, especially advertisements (Caron & Carona, 2007, p.17). With a lot of commercial media content, the preferences of people change in their everyday lives.

The world of popular media has become chaotic, with hundreds of television channels to choose from, thousands of songs ready for download, and not forgetting millions of web pages to surf.

The emergence of social media like Facebook and Twitter has enabled people to manage interactions and relationships with many friends. Technologies have impacted interpersonal communication enabling people to interact more often than before.

In addition to reducing the distance between people, online communication with tools like Facebook and Twitter enables people to keep track of their contacts with friends and are more aware of the last time they interacted with them. Online communication now incorporates more than one mode of contact, including text, voice, and body language.

A mobile phone is a device that has always been seen as connecting people who are far apart, thus overcoming the geographical distance between them. The number of mobile phone users has continued to increase substantially. The mobile phone has been integrated as part of people’s lives in the sense that it’s available and easy to use, keeping us connected to our families, friends, and business people (Ling, 2004, p.21-24).

The how and when the way we use our mobile phones impacts our communication not only with those we’re communicating with but also with the people within our proximity. At this point, it is paramount to note the changes that have taken place and that have allowed the adoption of mobile phones. The tremendous proliferation of this device has drastically changed the traditional communication model.

Who are the users of mobile phones, and for what purposes do they use them? Has there been any change in the way mobile phone facilitates communication? How has the face to face interaction been affected by mobile calls? Has mobile communication enhanced relationships?

These are some of the questions that arise when we try to fathom the way communication has affected our personal and professional lives. There are sentiments that mobile phones have reduced humans to emotionless beings.

There is no doubt that the revolution brought about the use of mobile phones in the way we communicate. There have been different perceptions among individuals and social levels in society in regard to mobile usage.

When we had fixed telephone lines that were put in a booth, telephones were seen as business tools only and were placed in a fixed, quiet environment. There was restriction when it came to teenagers using these phones (Agar, 2003). The ‘birth’ of mobile phones brought changes, and phone calls became a habit to many irrespective of age or location.

Today, people can use mobile phones wherever they are in private or in public. People have been addicted to their mobile phones more than any other gadget known to man, with the device remaining on throughout. Its portability enables people to carry it wherever they go (Castells, 1996).

A personal virtual network has been created whereby users can be available at all times to communicate with friends, family, and colleagues. The geographical barrier has been destroyed, making people feel close to one another, and the face to face communication has been rendered rather less important with this mediated communication (Richard, 2004, p.22).

Meetings and briefings have become obsolete, with communication being mediated by a computer or a phone. Mobile SMS (short messaging service) service and the Internet has become the preferable communication channels for most teenagers and young people all over the world (Plant, 2000, p.23).

There are places where mobile phones have become taboo devices, places like churches and crucial corporate meetings. At such places, the mobile ring is seen as a nuisance. In other scenarios, it is seen as a destructive device by acting as a third party and especially for dating couples who want to have a private conversation.

Any phone ring is seen as an ‘intruder,’ and this harms the relationship between the partners (Plant, 2000, p.29). In his research, Plant observes that there are those people who use mobile as ’a means of managing privacy where calls are carefully selected’. He categorizes this group of people as ‘hedgehogs.’

The other category is those people who use mobile phones as the key central part of their life. They become so attached to the device and cannot do without it. Plant referred to this group as ‘fox.’ They are regular users who need to feel connected with their families and friend. Their life will be dreadful if they lack the device (2000, p.32).

Telephones have promoted the use of text messaging and modernization since it’s allowing people to communicate more both verbally and by texting in a more convenient and efficient way. SMS has made communication to be more immediate, and users can customize the message at ease with the various applications installed on their mobiles (Richard, 2004, p. 100).

The advanced phones have email support as well as multimedia messages making chatting become a lifestyle for many who conduct business and those initiating intimate communication. It has emerged that SMS has made people become more united.

Users have developed abbreviated messages, which are now universally accepted as an appropriate language. The initial purpose of the phone to make calls has even lost taste with many people, especially the young generation.

According to Reid &Reid, more than 85% of teenagers prefer texting to talking on their mobile usage (Reid & Reid, 2004, p.1). There is ease of communication when it comes to texting in the sense that some formalities are eliminated, making communication more personal.

Texting has helped introverts who may lack the skills to have phone conversations allowing them to express their true self to other people leading to greater understanding and stronger relationships (Reid & Reid, 2004, p.8).

The use of mobile technology has affected the personalities of people to a great extent. Today, more people are hiding their feelings and whereabouts behind mobile phones, and this has raised suspicions among families, friends, and couples.

People go through text messages of others just to find out more about the individual who might even have no clue about what is happening. Contrary to this, most people believe that mobile is so crucial in enhancing the relationship between people no matter the distance and that it bonds us together more than it separates us (Plant, 2000, p.58).

The usage of mobile phones by children and teenagers has changed the way parents bring up their kids. Parenting has really changed as parents try to increase their surveillance and monitor their children’s mobile usage.

Their concern is to know who communicates with their kind and the kind of conversations they normally have. They are worried about the kind of social network the children create in their contact lists.

With the emergence of virtual communities, the influence of mobile phones has spilled over and affects parenting in general. Nonetheless, the primary purpose of mobile phones to facilitate communication has not changed.

There is no doubt that technology has changed the way humans communicate. Great impacts can be seen in the way communication has changed the social structures of our society at all levels. Even in years to come, technology remains the driving force of the way people interact.

The advancement of technology ensures that communication is quicker and that more people remain connected. There has been an evolution in interpersonal skills with the advancement of technology, and users should always be keen on adapting to new ways of communication.

Technology has continually brought new methods of communication leading to the expansion of mediated communication. The reality of having one message shared across a huge audience (mass communication) is now with us. A situation where neither time nor geography can limit the accessibility of information.

We have seen the merging together of newspapers and books with computer technology so that the frequency and ease of reporting information and advertisements can be increased. The exposure of both individuals and society to mediated communication has therefore affected our daily lives, particularly in our culture and the way we communicate.

Agar, J., 2003. Constant Touch: A Global History of the Mobile Phone . Cambridge: Icon Books.

Barry, W., 1999. Networks in the Global Village . Boulder Colo: Westview Press.

Caron, A, & Caronia, L., 2007. Moving cultures: mobile communication in everyday life. Montreal: McGill-Queen’s University Press.

Castells, M., 1996. The Information Age: Economy, Society and Culture, Volume 1. The Rise of the Network Society . Oxford: Blackwell.

Daniel, C., & Rod, M., 2011.The Dictionary of Media and Communications . Oxford: Oxford University Press.

Goggin, G., 2006. Cell phone culture mobile technology in everyday life. New York: Routledge.

Palmer, D., 2003. The Paradox of User Control’. 5 th Annual Digital Arts and Culture Conference (Proceedings), pp.160-164.

Plant, S., 2000. On the Mobile: the effects of mobile telephones on social and individual life . Web.

Postman, N., 1992. Technopoly: The surrender of culture to technology . New York: Vintage Books.

Reid, D. J. & Reid F. J. M., 2004. Insights into the Social and Psychological Effects of SMS Text Messaging . Web.

Richard, L., 2004. The Mobile Connection: The Cell Phone’s Impact on Society . San Francisco Morgan: Kaufmann.

Soukup, C., 2008. ‘Magic Screens: Everyday Life in an Era of Ubiquitous and Mobile Media Screens’, presented at 94 th annual Convention . San Diego .

Stephen, J., 1997. Interface Culture: How New Technology Transforms the Way We Create and Communicate . San Francisco: Basic Books.

Tofts, D., 1997. ‘ The technology within’ in memory trade: A Prehistory of Cyberculture, North Ryde: 21C Books.

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June 9, 2023 / 0 comments / Reading Time: ~ 12 minutes

The Digital Revolution: How Technology is Changing the Way We Communicate and Interact

This article examines the impact of technology on human interaction and explores the ever-evolving landscape of communication. With the rapid advancement of technology, the methods and modes of communication have undergone a significant transformation. This article investigates both the positive and negative implications of this digitalization. Technological innovations, such as smartphones, social media, and instant messaging apps, have provided unprecedented accessibility and convenience, allowing people to connect effortlessly across distances. However, concerns have arisen regarding the quality and authenticity of these interactions. The article explores the benefits of technology, including improved connectivity, enhanced information sharing, and expanded opportunities for collaboration. It also discusses potential negative effects including a decline in in-person interactions, a loss of empathy, and an increase in online anxiety. This article tries to expand our comprehension of the changing nature of communication in the digital age by exposing the many ways that technology has an impact on interpersonal interactions. It emphasizes the necessity of intentional and thoughtful communication techniques to preserve meaningful connections in a society that is becoming more and more reliant on technology.

Introduction:

Technology has significantly transformed our modes of communication and interaction, revolutionizing the way we connect with one another over the past few decades. However, the COVID-19 pandemic has acted as a catalyst, expediting this transformative process, and necessitating our exclusive reliance on digital tools for socializing, working, and learning. Platforms like social media and video conferencing have emerged in recent years, expanding our options for virtual communication. The impact of these changes on our lives cannot be ignored. In this article, we will delve into the ways in which technology has altered our communication and interaction patterns and explore the consequences of these changes for our relationships, mental well-being, and society.

To gain a deeper understanding of this topic, I have conducted interviews and surveys, allowing us to gather firsthand insights from individuals of various backgrounds. Additionally, we will compare this firsthand information with the perspectives shared by experts in the field. By drawing on both personal experiences and expert opinions, we seek to provide a comprehensive analysis of how technology influences our interpersonal connections. Through this research, we hope to get a deeper comprehension of the complex interactions between technology and people, enabling us to move mindfully and purposefully through the rapidly changing digital environment.

The Evolution of Communication: From Face-to-Face to Digital Connections:

In the realm of communication, we have various mediums at our disposal, such as face-to-face interactions, telephone conversations, and internet-based communication. According to Nancy Baym, an expert in the field of technology and human connections, face-to-face communication is often regarded as the most personal and intimate, while the phone provides a more personal touch than the internet. She explains this in her book Personal Connections in the Digital Age by stating, “Face-to-face is much more personal; phone is personal as well, but not as intimate as face-to-face… Internet would definitely be the least personal, followed by the phone (which at least has the vocal satisfaction) and the most personal would be face-to-face” (Baym 2015).  These distinctions suggest that different communication mediums are perceived to have varying levels of effectiveness in conveying emotion and building relationships. This distinction raises thought-provoking questions about the impact of technology on our ability to forge meaningful connections. While the internet offers unparalleled convenience and connectivity, it is essential to recognize its limitations in reproducing the depth of personal interaction found in face-to-face encounters. These limitations may be attributed to the absence of nonverbal cues, such as facial expressions, body language, and tone of voice, which are vital elements in understanding and interpreting emotions accurately.

Traditionally, face-to-face interactions held a prominent role as the primary means of communication, facilitating personal and intimate connections. However, the rise of technology has brought about significant changes, making communication more convenient but potentially less personal. The rise of phones, instant messaging, and social media platforms has revolutionized how we connect with others. While these digital tools offer instant connectivity and enable us to bridge geographical distances, they introduce a layer of blockage that may impact the depth and quality of our interactions. It is worth noting that different communication mediums have their strengths and limitations. Phone conversations, for instance, retain a certain level of personal connection through vocal interactions, allowing for the conveyance of emotions and tones that text-based communication may lack. However, even with this advantage, phone conversations still fall short of the depth and richness found in face-to-face interactions, as they lack visual cues and physical presence.

Internet-based communication, on the other hand, is considered the least personal medium. Online interactions often rely on text-based exchanges, which may not fully capture the nuances of expression, tone, and body language. While the internet offers the ability to connect with a vast network of individuals and share information on a global scale, it may not facilitate the same depth and authenticity that in-person or phone conversations can provide. As a result, establishing meaningful connections and building genuine relationships in an online setting can be challenging. Research and observations support these ideas. Figure 1. titled “Social Interaction after Electronic Media Use,” shows the potential impact of electronic media on social interaction (source: ResearchGate). This research highlights the need to carefully consider the effects of technology on our interpersonal connections. While technology offers convenience and connectivity, it is essential to strike a balance, ensuring that we do not sacrifice the benefits of face-to-face interactions for the sake of digital convenience.

Figure 1:  Increased reliance on electronic media has led to a noticeable decrease in social interaction.

The Limitations and Effects of Digital Communication

In today’s digital age, the limitations and effects of digital communication are becoming increasingly evident. While the phone and internet offer undeniable benefits such as convenience and the ability to connect with people regardless of geographical distance, they fall short in capturing the depth and richness of a face-to-face conversation. The ability to be in the same physical space as the person we’re communicating with, observing their facial expressions, body language, and truly feeling their presence, is something unique and irreplaceable.

Ulrike Schultze, in her thought-provoking TED Talk titled “How Social Media Shapes Identity,” delves further into the impact of digital communication on our lives by stating, “we construct the technology, but the technology also constructs us. We become what technology allows us to become” (Schultze 2015). This concept highlights how our reliance on digital media for interaction has led to a transformation in how we express ourselves and relate to others.

The influence of social media has been profound in shaping our communication patterns and interpersonal dynamics. Research conducted by Kalpathy Subramanian (2017) examined the influence of social media on interpersonal communication, highlighting the changes it brings to the way we interact and express ourselves (Subramanian 2017). The study found that online communication often involves the use of abbreviations, emoticons, and hashtags, which have become embedded in our online discourse. These digital communication shortcuts prioritize speed and efficiency, but they also contribute to a shift away from the physical action of face-to-face conversation, where nonverbal cues and deeper emotional connections can be fostered.

Additionally, the study emphasizes the impact of social media on self-presentation and identity construction. With the rise of platforms like Facebook, Instagram, and Twitter, individuals have a platform to curate and present themselves to the world. This online self-presentation can influence how we perceive ourselves and how others perceive us, potentially shaping our identities in the process. The study further suggests that the emphasis on self-presentation and the pressure to maintain a certain image on social media can lead to increased stress and anxiety among users.

Interviews:

I conducted interviews with individuals from different age groups to gain diverse perspectives on how technology and social media have transformed the way we connect with others. By exploring the experiences of a 21-year-old student and an individual in their 40s, we can better understand the evolving dynamics of interpersonal communication in the digital age. These interviews shed light on the prevalence of digital communication among younger generations, their preference for convenience, and the concerns raised by individuals from older age groups regarding the potential loss of deeper emotional connections.

When I asked the 21-year-old classmate about how technology has changed the way they interact with people in person, they expressed, “To be honest, I spend more time texting, messaging, or posting on social media than actually talking face-to-face with others. It’s just so much more convenient.” This response highlights the prevalence of digital communication among younger generations and their preference for convenience over traditional face-to-face interactions. It suggests that technology has significantly transformed the way young people engage with others, with a greater reliance on virtual interactions rather than in-person conversations. Additionally, the mention of convenience as a driving factor raises questions about the potential trade-offs in terms of depth and quality of interpersonal connections.

To gain insight from an individual in their 40s, I conducted another interview. When asked about their experiences with technology and social media, they shared valuable perspectives. They mentioned that while they appreciate the convenience and accessibility offered by technology, they also expressed concerns about its impact on interpersonal connections. They emphasized the importance of face-to-face interactions in building genuine relationships and expressed reservations about the potential loss of deeper emotional connections in digital communication. Additionally, they discussed the challenges of adapting to rapid technological advancements and the potential generational divide in communication preferences.

Comparing the responses from both interviews, it is evident that there are generational differences in the perception and use of technology for communication. While the 21-year-old classmate emphasized convenience as a primary factor in favor of digital communication, the individual in their 40s highlighted the importance of face-to-face interactions and expressed concerns about the potential loss of meaningful connections in the digital realm. This comparison raises questions about the potential impact of technology on the depth and quality of interpersonal relationships across different age groups. It also invites further exploration into how societal norms and technological advancements shape individuals’ preferences and experiences.

Overall, the interviews revealed a shift towards digital communication among both younger and older individuals, with varying perspectives. While convenience and connectivity are valued, concerns were raised regarding the potential drawbacks, including the pressure to maintain an idealized online presence and the potential loss of genuine connections. It is evident that technology and social media have transformed the way we communicate and interact with others, but the interviews also highlighted the importance of maintaining a balance and recognizing the value of face-to-face interactions in fostering meaningful relationships.

I have recently conducted a survey with my classmates to gather insights on how technology and social media have influenced communication and interaction among students in their daily lives. Although the number of responses is relatively small, the collected data allows us to gain a glimpse into individual experiences and perspectives on this matter.

One of the questions asked in the survey was how often students rely on digital communication methods, such as texting, messaging, or social media, in comparison to engaging in face-to-face conversations. The responses indicated a clear trend towards increased reliance on digital communication, with 85% of participants stating that they frequently use digital platforms as their primary means of communication. This suggests a significant shift away from traditional face-to-face interactions, highlighting the pervasive influence of technology in shaping our communication habits.

Furthermore, the survey explored changes in the quality of interactions and relationships due to the increased use of technology and social media. Interestingly, 63% of respondents reported that they had noticed a decrease in the depth and intimacy of their connections since incorporating more digital communication into their lives. Many participants expressed concerns about the difficulty of conveying emotions effectively through digital channels and the lack of non-verbal cues that are present in face-to-face interactions. It is important to note that while the survey results provide valuable insights into individual experiences, they are not representative of the entire student population. The small sample size limits the generalizability of the findings. However, the data collected does shed light on the potential impact of technology and social media on communication and interaction patterns among students.

Expanding on the topic, I found an insightful figure from Business Insider that sheds light on how people utilize their smartphones (Business Insider). Figure 2. illustrates the average smartphone owner’s daily time spent on various activities. Notably, communication activities such as texting, talking, and social networking account for a significant portion, comprising 59% of phone usage. This data reinforces the impact of digital communication on our daily lives, indicating the substantial role it plays in shaping our interactions with others.  Upon comparing this research with the data, I have gathered, a clear trend emerges, highlighting that an increasing number of individuals primarily utilize their smartphones for communication and interaction purposes.

Figure 2: The breakdown of daily smartphone usage among average users clearly demonstrates that the phone is primarily used for interactions.

The Digital Make Over:

In today’s digital age, the impact of technology on communication and interaction is evident, particularly in educational settings. As a college student, I have witnessed the transformation firsthand, especially with the onset of the COVID-19 pandemic. The convenience of online submissions for assignments has led to a growing trend of students opting to skip physical classes, relying on the ability to submit their work remotely. Unfortunately, this shift has resulted in a decline in face-to-face interactions and communication among classmates and instructors.

The decrease in physical attendance raises concerns about the potential consequences for both learning and social connections within the academic community. Classroom discussions, collaborative projects, and networking opportunities are often fostered through in-person interactions. By limiting these experiences, students may miss out on valuable learning moments, diverse perspectives, and the chance to establish meaningful connections with their peers and instructors.

Simon Lindgren, in his thought-provoking Ted Talk , “Media Are Not Social, but People Are,” delves deeper into the effects of technology and social media on our interactions. Lindgren highlights a significant point by suggesting that while technology may have the potential to make us better individuals, we must also recognize its potential pitfalls. Social media, for instance, can create filter bubbles that limit our exposure to diverse viewpoints, making us less in touch with reality and more narrow-minded. This cautionary reminder emphasizes the need to approach social media thoughtfully, seeking out diverse perspectives and avoiding the pitfalls of echo chambers. Furthermore, it is crucial to strike a balance between utilizing technology for educational purposes and embracing the benefits of in-person interactions. While technology undoubtedly facilitates certain aspects of education, such as online learning platforms and digital resources, we must not overlook the importance of face-to-face communication. In-person interactions allow for nuanced non-verbal cues, deeper emotional connections, and real-time engagement that contribute to a more comprehensive learning experience.

A study conducted by Times Higher Education delved into this topic, providing valuable insights. Figure 3. from the study illustrates a significant drop in attendance levels after the pandemic’s onset. Undeniably, technology played a crucial role in facilitating the transition to online learning. However, it is important to acknowledge that this shift has also led to a decline in face-to-face interactions, which have long been regarded as essential for effective communication and relationship-building. While technology continues to evolve and reshape the educational landscape, it is imperative that we remain mindful of its impact on communication and interaction. Striking a balance between digital tools and in-person engagement can help ensure that we leverage the benefits of technology while preserving the richness of face-to-face interactions. By doing so, we can foster a holistic educational experience that encompasses the best of both worlds and cultivates meaningful connections among students, instructors, and the academic community.

Figure 3:  This graph offers convincing proof that the COVID-19 pandemic and the extensive use of online submission techniques are to blame for the sharp reduction in in-person student attendance.

When asked about the impact of online submissions for assignments on physical attendance in classes, the survey revealed mixed responses. While 73% of participants admitted that the convenience of online submissions has led them to skip classes occasionally, 27% emphasized the importance of in-person attendance for better learning outcomes and social interactions. This finding suggests that while technology offers convenience, it also poses challenges in maintaining regular face-to-face interactions, potentially hindering educational and social development, and especially damaging the way we communicate and interact with one another. Students are doing this from a young age, and it comes into huge effect once they are trying to enter the work force and interact with others. When examining the survey data alongside the findings from Times Higher Education, striking similarities become apparent regarding how students approach attending classes in person with the overall conclusion being a massive decrease in students attending class which hinders the chance for real life interaction and communication. the convenience and instant gratification provided by technology can create a sense of detachment and impatience in interpersonal interactions. Online platforms allow for quick and immediate responses, and individuals can easily disconnect or switch between conversations. This can result in a lack of attentiveness and reduced focus on the person with whom one is communicating, leading to a superficial engagement that may hinder the establishment of genuine connections.

Conclusion:

Ultimately, the digital revolution has profoundly transformed the way we communicate and interact with one another. The COVID-19 pandemic has accelerated this transformation, leading to increased reliance on digital tools for socializing, working, and learning. While technology offers convenience and connectivity, it also introduces limitations and potential drawbacks. The shift towards digital communication raises concerns about the depth and quality of our connections, as well as the potential loss of face-to-face interactions. However, it is essential to strike a balance between digital and in-person engagement, recognizing the unique value of physical presence, non-verbal cues, and deeper emotional connections that face-to-face interactions provide. By navigating the digital landscape with mindfulness and intentionality, we can harness the transformative power of technology while preserving and nurturing the essential elements of human connection.

Moving forward, it is crucial to consider the impact of technology on our relationships, mental well-being, and society. As technology continues to evolve, we must be cautious of its potential pitfalls, such as the emphasis on self-presentation, the potential for increased stress and anxiety, and the risk of forgetting how to interact in person. Striking a balance between digital and face-to-face interactions can help ensure that technology enhances, rather than replaces, genuine human connections. By prioritizing meaningful engagement, valuing personal interactions, and leveraging the benefits of technology without compromising the depth and quality of our relationships, we can navigate the digital revolution in a way that enriches our lives and fosters authentic connections.

References:

Ballve, M. (2013, June 5). How much time do we really spend on our smartphones every day? Business Insider. Retrieved April 27, 2023. https://www.businessinsider.com/how-much-time-do-we-spend-on-smartphones-2013-6

Baym, N. (2015). Personal Connections in the Digital Age (2nd ed.). Polity.

Karunaratne, Indika & Atukorale, Ajantha & Perera, Hemamali. (2011). Surveillance of human-       computer interactions: A way forward to detection of users’ Psychological Distress. 2011 IEEE Colloquium on Humanities, Science and Engineering, CHUSER 2011.             10.1109/CHUSER.2011.6163779.  https://www.researchgate.net/figure/Social-interaction-vs-electronic-media-use-Hours-per-day-of-face-to-face-social_fig1_254056654

Lindgren, S. (2015, May 20). Media are not social, but people are | Simon Lindgren | TEDxUmeå . YouTube. Retrieved April 27, 2023, from https://www.youtube.com/watch?v=nQ5S7VIWE6k

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Schultze, U. (2015, April 23). How social media shapes identity | Ulrike Schultze | TEDxSMU . YouTube. Retrieved April 27, 2023, from https://www.youtube.com/watch?v=CSpyZor-Byk

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

Mollie a. ruben.

1 Department of Psychology, University of Maine, Orono, ME, United States

2 Center for Healthcare Organization and Implementation Research, VA Boston Healthcare System, Boston, MA, United States

Morgan D. Stosic

Jessica correale, danielle blanch-hartigan.

3 Department of Natural and Applied Sciences, Bentley University, Waltham, MA, United States

Associated Data

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

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.

Introduction

A young-professional is woken up to the sound of a buzzing alarm, and grudgingly rolls over to grab their phone. Perhaps this individual begins their morning by passively scrolling through their Facebook feed in order to determine their colleague’s reaction to the heated presidential debate the night before. Or maybe they snap a quick picture of their #OOTD (i.e., Outfit of the Day) to send to their close friend. After returning home from a long day of work-based videoconference calls, this individual may spend the next few hours sucked into the whereabouts of their favorite social media influencer, or casually swiping through some dating profiles. Before retiring to bed, however, they make sure to post a quick inspiring quote to their Twitter profile.

This scenario, while fictitious, illustrates the increasing relationship many individuals have with technology from the instant they wake up, to the instant they go to bed. Technology serves various functions, from increasing office productivity, facilitating big data collection, enhancing record keeping, and above all else, providing a distinctly digital way for humans to communicate with one another. Indeed, the rate of communicative instances via technology per day in 2020 is astounding: 350 million photos uploaded to Facebook, 500 million tweets, 3 billion snapchats, and over 26 billion texts by Americans alone ( Aslam, 2020a , b ; Sayce, 2020 ; Tocci, 2020 ).

While the digital revolution has certainly changed the way individuals can communicate, little empirical results exists regarding the effect of technology on an individual’s communication skills. Specifically, because technology markedly changes the available information individual’s use to decode the communicative intents of others (e.g., determining a friend’s emotional state via short text message instead of their facial expression), are those who spend large quantities of time communicating online better or worse decoders of nonverbal information? Not only is nonverbal decoding a crucial component of general social and communication skills, but it has been tied to better interpersonal outcomes (e.g., Hall et al., 2009 ), can be easily assessed with validated, reliable, and standardized objective measures, and can be improved with practice and feedback trainings (e.g., Schlegel et al., 2017b ). Therefore, the question of whether technology may affect nonverbal decoding, or how accurately a perceiver can recognize and interpret the nonverbal behaviors of another person, is important to empirically address.

Supplementing or even fully replacing face-to-face communication with technology-mediated communication affects both the number of nonverbal cues, as well as the types of nonverbal cues that individuals use to decode communicative meaning ( Vinciarelli, 2017 ). For example, text messages may not allow access to important vocal cues (e.g., pitch, tone, inflections), but may have distinct timing and spacing cues to draw from Döring and Pöschl (2008) . By contrast, video conferencing technologies may allow access to vocal cues, but may limit the ability to engage in mutual eye gaze or perceive body movements and gestures ( Ferrán-Urdaneta and Storck, 1997 ; Neureiter et al., 2013 ). If individuals rely more heavily on technology-mediated, as opposed to face-to-face, interactions as a primary means of communication, it seems likely that the nonverbal decoding skill individuals ordinarily employ in face-to-face communication would be impacted (e.g., worsened, or perhaps enhanced).

This paper applies communication skills theories and conceptual accounts of technology use to examine the role of technology use on an individual’s ability to accurately perceive the nonverbal behavior displayed by others (i.e., nonverbal decoding skill). For the purposes of this paper, we define technology use as any technology or application on a smart phone that contributes to communication online (e.g., use of social media sites, texting, emailing). Cell phone use is the predominant method of technology use by young adults in the United States today with 96% of 18–26 years-old young adults reporting ownership of a smart phone ( Pew Research Center., 2019 ). Therefore, for the remainder of the paper, when discussing technology use, we are referring specifically to smart phone use.

We start by reviewing two competing hypotheses, that technology use either enhances or hinders communication skills. We then present results from two cross-sectional studies and a mini meta-analysis of these studies on the relationship between technology use and nonverbal decoding skill to inform our understanding of which of the competing hypotheses is more likely supported. Finally, we make recommendations for future research aimed at disentangling the causal relationship between technology use and nonverbal decoding skill.

Technology Use May Enhance Communication Skills

The most effective way to improve nonverbal decoding skill is by practicing decoding nonverbal cues and receiving feedback on the accuracy of one’s perceptions ( Blanch-Hartigan et al., 2012 ; Schlegel et al., 2017a ). Regarding the relationship between technology use and nonverbal decoding skill, some theorists have argued that technology-mediated communication may enhance communication skills by providing a safe environment to practice sending and receiving nonverbal cues, and allowing for feedback regarding the accuracy of one’s perceptions (e.g., Stritzke et al., 2004 ; Ellison et al., 2007 ; Valkenburg and Peter, 2009 ). Because it is unusual in face-to-face interactions to receive feedback about one’s decoding ability, it may be that spending more time using technology to interact with others may facilitate face-to-face interactions by providing this type of practice and feedback to users on a regular basis.

Liberated Relationship Perspective

One hypothesis which falls into this “enhancement” framework is the Liberated Relationships Perspective ( Hu et al., 2004 ). This theory argues that increased internet usage has allowed individuals who may not typically engage in conversation the opportunity to engage with one another through technology-mediated communication. Some of the constraints may be psychological, such as in cases of shyness and social anxiety ( Stritzke et al., 2004 ), or physical, such as in cases of distant geographical locations ( Ellison et al., 2007 ). According to this framework, internet usage may afford an increase in the number of interactions an individual is able to engage in. If the internet supplements, instead of detracts from, face-to-face interactions, individuals may have increased opportunities to practice nonverbal decoding with a greater number and variety of communication partners.

Internet Enhanced Self-Disclosure Hypothesis

While not directly related to communication skill, the Internet Enhanced Self-Disclosure Hypothesis also provides support for improved nonverbal decoding skill with increased technology use ( Valkenburg and Peter, 2009 ). This theory posits that greater technology use may enhance social connectedness and wellbeing by enhancing online self-disclosure . The authors define online self-disclosure as “online communication about personal topics that are typically not easily disclosed, such as one’s feelings, worries, and vulnerabilities” (p. 2). Because online platforms allow for the sharing of intimate information to a significantly greater degree than do face-to-face interactions, it is likely that individuals are afforded more opportunities to practice decoding and receive feedback regarding affective information. Individuals who engage in technology-mediated communication more frequently may become more skilled decoders of nonverbal information, perhaps for affective information in particular.

Technology Use May Hinder Communication Skills

While these two “enhancement” theories describe the ways in which increased technology usage may allow individuals more opportunities to practice decoding nonverbal communication, others have argued a competing perspective. Specifically, researchers have argued that technology may hinder specific communication skills. Spending time communicating via technology may result in less face-to-face interactions and therefore less practice decoding nonverbal information in whole, as well as from specific cue channels (e.g., vocal tone) which are reduced or absent in many technology platforms ( Kraut et al., 1998 ; Nie, 2001 ; Patterson, 2019 ). In this way, the type of communication skills learned or practiced in technology-mediated communication are not equivalent to, and may even hinder, the skills required to decode nonverbal behavior in face-to-face interactions.

Reduction Hypothesis

In the early 1990s, several researchers theorized that the internet had detrimental effects on adolescent wellbeing and social connectedness ( Kraut et al., 1998 ; Nie, 2001 ). It was assumed that because the internet motivates adolescents to form superficial online relationships with strangers that are less beneficial than their real-world relationships, time spent online occurs at the expense of time spent with existing relationships. The Reduction Hypothesis posits that it is the lack of or decrease in face-to-face interacting that leads to detrimental communicative consequences rather than technology itself ( Valkenburg and Peter, 2009 ).

Valkenburg and Peter (2009) propose two important updates to this theory based on changes in how individuals use the internet to communicate since the Reduction Hypothesis was first introduced. First, in the second half of the 1990s, it was hard to maintain a pre-existing social network on the internet because not a lot of people had access to it, often resulting in online friends separate from offline friends. Today, with more widespread access and utilization of the internet and social media, individuals spend more time online connecting with people they also spend time with in face-to-face interactions as opposed to forming online-only relationships with strangers ( Valkenburg and Peter, 2009 ). However, the communication skills, such as nonverbal decoding, that individuals develop through online interactions may not translate to actual face-to-face interactions. As such, time spent online may stunt the development of nonverbal decoding necessary for face-to-face interactions. Therefore, although our internet habits have changed, the Reduction Hypothesis is still relevant to theorizing regarding the effects of technology use on nonverbal decoding ability.

Cues-Filtered–Out Theory

In addition to reducing the amount of time individuals spend interacting face-to-face, theorists have also noted that many technology-mediated communication platforms greatly reduce both the number as well as the kinds of nonverbal cues technology users are exposed to. Cues absent from some technology-mediated communication (e.g., social media, texting, emailing) can include physical appearance, tone of voice, facial expression, gaze, posture, touch, space, and gestures ( Kiesler et al., 1984 ; Siegel et al., 1986 ). These nonverbal cues are important in expressing relative status, affect, relationship roles, and many other interpersonal dimensions. This Cues-Filtered-Out Theory ( Culnan and Markus, 1987 ; Sproull and Kiesler, 1986 ) suggests that without these cues available, especially for low bandwidth technology (i.e., communication systems with access to only one or two channels such as vocal, kinesics, or proxemics), certain communicative functions are lost. Although higher bandwidth systems may allow for certain nonverbal cues, these cues are often more obvious and lack complexity, which may cause individuals to lose the ability to decode more subtle nonverbal cues (e.g., facial expressions are more complex than emoji’s, vocal intensity is more complex than CAPITALIZING words). Therefore, this theory suggests that the filtering out of important nonverbal cues (e.g., especially for individuals who use low bandwidth technology systems) impacts an individual’s ability to receive practice and feedback on the accuracy of their nonverbal decoding attempts, thereby hindering nonverbal decoding skill ( Walther and Parks, 2002 ).

Current Research and Hypotheses

The primary objective of the current research is to empirically examine the relationship between technology use and nonverbal decoding skill via two studies and a mini meta-analysis combining results from these two studies. Because individuals may use technology the same amount but differ in how they spend their time online, we measured users’ online communication activity via objective global screen time use taken from iPhone users, as well as the degree of self-reported active technology use (posting selfies and photographs, responding to others’ posts) and the degree of self-reported passive technology use (scrolling through photographs and others’ posts but not responding or posting themselves). In addition, we also sought to be thorough in our assessment of nonverbal decoding skill, as researchers have demonstrated that there are different kinds of decoding skills subsumed by a higher-order global decoding skill ( Schlegel et al., 2017a ). Therefore, we employed three distinct measures of nonverbal decoding, two objective assessments of skill using a standardized, validated, and reliable test of emotion recognition [i.e., Diagnostic Analysis of Nonverbal Accuracy-Adult Faces (DANVA-2AF; Nowicki and Duke, 1994 )] and a newly developed test that assesses relevant decoding ability in the workplace such as inferring behavioral intentions, personality traits, status, interpersonal attitudes (dominance/cooperativeness and motivations), behavioral outcomes, and thoughts and feelings [i.e., the Workplace Interpersonal Perception Skill (WIPS; Dael et al., in preparation )], and one self-report measure [the Emotional Sensitivity subscale of the Social Skills Inventory (SSI; Riggio, 2005 )]. Together, we utilized these various measures of technology and nonverbal decoding skill in order to test the preceding competing hypotheses: (1) more technology use is related to better nonverbal decoding skill vs. (2) more technology use is related to poorer nonverbal decoding skill.

Materials and Methods

Participants.

Data were collected from 410 participants in the University of Maine introductory participant pool for a study on perceiving nonverbal signals in others. Of these, 51% were male and 48% were female. A total of 377 (92%) participants identified as white, 15 (4%) as Asian, 14 (3%) as American Indian or Alaska Native, 12 (3%) as Black, 2 (0.5%) as Native Hawaiian or Pacific Islander, and 33 (8%) as Other. Their ages ranged from 18 to 29 ( M = 19.09, SD = 1.56). A power analysis conducted using G ∗ Power ( Faul et al., 2007 ) assuming a small to medium effect ( r = 0.15) of technology use on nonverbal decoding skill indicated that 343 participants would be needed to achieve 80% power using an alpha level of 0.05 (two-tailed). The final sample of participants exceeds this threshold, indicating that the present study is sufficiently powered to detect small to medium effects.

Technology Use

Three separate measures of technology use were collected from participants. For iPhone users, participants were instructed to navigate to their phone settings and extract their average daily screen time over the last 7 days in minutes ( N = 263). This screen time metric is a real-time report of how much time a participant spends with their phone screen turned on in an average week (i.e., listening to music with one’s screen off is not included). To ensure participants did not alter their responses in order to appear more socially desirable, we also required that they upload a screenshot of this information. In addition to this objective measure of technology use, participants were asked to self-report on a scale of 0–10 from “does not describe me at all” to “describes me very well” how well the following statements described their technology use, “I tend to be an active user, posting frequently” and “I tend to be a passive user, scrolling through posts and photos.” These two questions comprised our self-report measures of technology use: the degree to which a participant endorsed themselves as an active user separately from the degree to which a participant endorsed themselves as a passive user. Because active user endorsement and passive user endorsement were single item questions rather than a single bipolar item, participants could report any combination of active and passive technology use. That is, a participant could endorse a high degree of active use and a high degree of passive use, they could report a low degree of both, or a high degree of one and not the other. For all analyses, we entered both continuous variables to examine how the independent contribution of active and passive use predicted our outcomes of interest.

Nonverbal Decoding Measures

The newly developed WIPS test (Workplace Interpersonal Perception Skill; Dael et al., in preparation ; a = 0.67) assesses multiple aspects of decoding skill using 41 brief video segments with and without sound from three types of role-played workplace interactions: a recruiter-applicant negotiation, a helpdesk trouble-shooting scenario, and a company team meeting. Each segment is paired with a multiple-choice question for which the correct answer was based on actual behavior (what happened in the interaction during or after the video segment), instructions that the actors received (e.g., to be competitive), actors’ self-reported personality, or post-interaction evaluations (e.g. perceptions of the other as competitive) and response options varied from 2 options to 6 options depending on the item. In this way, participants must decode multiple simultaneous nonverbal cues (e.g., tone of voice, facial expression) in order to accurately assess the interpersonal characteristics of any given situation. For some items, the video consisted of multiple short segments (e.g., You will see the same person in two different negotiations signing a contract. In which negotiation did the person negotiate the better deal for herself?) while other videos were based off of just one video (e.g., In the following video, you will see 6 people enter the room for a team meeting. Who is the team leader?). Accuracy is calculated as the proportion correct responses compared against a criterion or correct response for each segment.

Participants also completed the Diagnostic Analysis of Nonverbal Accuracy-Adult Faces (DANVA-2AF; Nowicki and Duke, 1994 ; a = 0.60), a test of emotion recognition ability using static and posed photographs. This measure presents 24 photographs of adult faces with high and low intensity portrayals of the four basic emotions of happiness, anger, sadness, and fear. Accuracy was calculated as the proportion correct.

Finally, participants completed the Emotional Sensitivity (ES; a = 0.80) subscale of the Social Skills Inventory (SSI; Riggio, 2005 ). The ES subscale consists of 15 self-report items, with a 5-point response scale ranging from “Not at all like me” to “Exactly like me.” The ES subscale specifically assesses self-reported skill for decoding emotional and other nonverbal messages (e.g., I always seem to know what people’s true feelings are no matter how hard they try to conceal them) . For analysis purposes, a sum was calculated across items.

Our second study was an exact replication of Study 1 launched approximately 3 months after Study 1 with data from 190 participants from the University of Maine introductory participant pool. Because we had not hypothesized a priori the effect of active and passive technology use on nonverbal decoding skill, we wished to collect a second sample of participants in order to investigate whether the pattern of results we describe in Study 1 would replicate. The demographics of this second sample were comparable to those from our first study, with 91 male participants (48%) and 99 females (52%). Of these, 179 (94%) identified as white, 9 (5%) as Asian, 5 (3%) as Black, 2 (1%) as American Indian or Alaska Native, 1 (0.5%) as Native Hawaiian or Pacific Islander, and 6 (3%) as Other. Participant’s ages ranged from 18 to 31 ( M = 19.43, SD = 1.57). A power analysis conducted using G ∗ Power ( Faul et al., 2007 ) assuming a small to medium effect derived from Study 1 ( r = 0.20) indicated that 191 participants would be needed to achieve 80% power using an alpha level of 0.05 (two-tailed).

To test our competing hypotheses about the relationship between technology use and nonverbal decoding skill, we first examined bivariate correlations between our study variables. Next, we ran a series of linear regressions on the whole sample in Study 1 and Study 2 controlling for participant gender to examine the independent contribution of active and passive technology use on each of our nonverbal decoding skill measures (accuracy scores on the WIPS test, accuracy scores on the DANVA, and self-reported emotional sensitivity).

To combine results from Study 1 and Study 2, a mini meta-analysis ( Goh et al., 2016 ) was performed for each technology use variable and each nonverbal decoding variable. We used fixed effects in which the mean effect size (i.e., mean correlation) was weighted by sample size. All correlations were Fisher’s z transformed for analyses and converted back to Pearson correlations for presentation.

Means, standard deviations, and bivariate correlations are presented in Table 1 . Contrary to what would be predicted by either theoretical framework, screen time use was unrelated to every measure of nonverbal decoding skill we employed. However, when examining the ways in which participants self-reported spending their time online, a more complex pattern emerged. Specifically, more active technology use was related to higher self-reported nonverbal decoding skill ( r = 0.20, p < 0.001) but lower accuracy score on the WIPS ( r = −0.17, p < 0.001). That is, participants who identified as more active users (i.e., posting frequently) believed that they were better judges of others’ nonverbal communication, but performed significantly worse on an objective test of nonverbal decoding skill (i.e., the WIPS test). On the other hand, participants who reported being more passive users (i.e., reading through posts and looking at other people’s photographs) were significantly more accurate in decoding nonverbal behavior, as measured by the WIPS ( r = 0.14, p = 0.005), although they did not self-report any differences in their nonverbal decoding skills from less passive users as highlighted by the correlation between passive user endorsement and self-reported skill on the ES subscale of the SSI ( r = 0.04, p = 0.484). Neither self-reported passive nor active technology use was significantly related to an individual’s ability to decode facial expressions of emotions, measured via the DANVA-2AF ( p ’s > 0.07).

Study 1 and study 2 means, standard deviations, and bivariate correlations between technology use, nonverbal decoding skill, and gender.

Gender, Technology Use, and Nonverbal Decoding Skill

Because active and passive technology use were not mutually exclusive (i.e., an individual could report being high on active and passive use), and because gender is related to both technology use ( Jackson et al., 2008 ) as well as nonverbal decoding skill ( Hall and Gunnery, 2013 ), we wished to determine the independent effects of active and passive technology use on nonverbal decoding skill while controlling for gender. Therefore, we first entered active use, passive use, and gender into a regression predicting accuracy scores on the WIPS. Active use remained a significant negative predictor (β std = −0.21, p < 0.001; Table 2 ), suggesting that those who are more active users were worse at decoding nonverbal behavior. Passive use also remained a significant positive predictor (β std = 0.11, p = 0.02), where those who reported spending their time looking at others’ posts and pictures were more accurate in decoding nonverbal behavior. Further, these two effects were significant even after controlling for gender, which also significantly predicted higher scores on the WIPS test (β std = 0.21, p < 0.001; female coded as 1, male coded as 0). Approximately 8% of the variance in WIPS test scores was accounted for when active use, passive use, and gender were entered as predictors.

Regression results from study 1 and study 2 examining the independent contribution of technology use variables on nonverbal decoding skill.

We next entered active use, passive use, and gender into a regression predicting accuracy scores on the DANVA-2AF. None of these variables, apart from gender (β std = 0.17, p = 0.001), significantly predicted scores on the DANVA-2AF ( Table 2 ). Approximately 4% of the variance in DANVA-2AF scores was accounted for by these predictor variables.

When active use, passive use, and gender were entered into a regression predicting self-reported nonverbal decoding skill, active use remained a significant positive predictor (β std = 0.18, p < 0.001), such that those who were more active users self-reported that they were better at decoding nonverbal information from others ( Table 2 ). While more passive use was unrelated to self-reported nonverbal decoding skill, gender remained a marginally significant positive predictor (β std = 0.10, p = 0.052) indicating that females reported being more skilled nonverbal decoders than males. Approximately 5% of the variance in self-reported nonverbal decoding skill was accounted for when active use, passive use, and gender were entered as predictors.

While results from Study 1 were neither supportive of an enhancing or suppressing effect of global technology usage on nonverbal decoding skill, we did find that the ways individuals used technology mattered (i.e., actively versus passively). Because this active/passive relationship was not hypothesized a priori , we examined these effects in a separate sample of participants. Therefore, akin to Study 1, we first examined the bivariate correlations between our measures of technology use and nonverbal decoding skill. We once again found that screen time use was unrelated to objective measures of nonverbal decoding skill—i.e., the DANVA and WIPS ( p’s > 0.20). However, in Study 2 objective screen time use was significantly and positively related to self-reported nonverbal decoding skill ( r = 0.17, p = 0.050) ( Table 1 ).

Replicating Study 1’s findings, active technology use was also related to higher self-reported nonverbal decoding skill ( r = 0.25, p = 0.001), but lower objective nonverbal decoding skill as measured by the WIPS ( r = −0.16, p = 0.028). Individuals who identified as more passive users were once again significantly more accurate in decoding nonverbal behavior, as measured by the WIPS ( r = 0.27, p < 0.001), although they did not self-report any differences in their nonverbal decoding skills from less passive users ( r = −0.03, p = 0.653). Neither self-reported passive nor active technology use was significantly related to an individual’s ability to decode facial expressions of emotions, measured via the DANVA-2AF ( p’s > 0.167).

We deconstructed these effects by entering active use, passive use, and gender into three separate linear regressions predicting the WIPS, DANVA-2AF, and self-reported nonverbal decoding skill. We regressed our three predictor variables on scores from the WIPS. Replicating regression results from Study 1, active technology use was a marginally significant negative predictor of nonverbal decoding skill (β std = −0.13, p = 0.085), passive use remained a significant positive predictor of nonverbal decoding skill (β std = 0.25, p = 0.001), and gender was a significant predictor, with females scoring higher on the WIPS test compared to males (β std = 0.27, p < 0.001). This model accounted for 15% of the variance in WIPS scores.

Next, we regressed active use, passive use, and gender on scores from the DANVA-2AF. Once again, gender was the only significant positive predictor (β std = 0.32, p < 0.001), with females scoring significantly higher than males. Approximately 11% of the variance in DANVA-2AF scores was accounted for by these three predictors.

When active use, passive use, and gender were entered into a regression predicting self-reported nonverbal decoding skill, active use was a significant positive predictor, similar to Study 1, (β std = 0.21, p = 0.006), such that those who were more active technology users self-reported having more skill in decoding nonverbal information. Reporting more passive technology use was unrelated to self-reported nonverbal decoding skill. Gender remained a significant positive predictor (β std = 0.31, p < 0.001) indicating that females self-reported more nonverbal decoding skill than males. Approximately 16% of the variance in self-reported nonverbal decoding skill was accounted for when active use, passive use, and gender were entered as predictors.

Mini Meta-Analysis

Finally, we conducted a mini meta-analysis ( Goh et al., 2016 ) in order to provide a consistent account regarding the relationship between technology use and objective and self-reported measures of nonverbal decoding skill across these two studies. After combining these effects across both studies, we found that individuals who self-reported more active technology use self-reported higher nonverbal decoding skill (M r = 0.22, p < 0.001), but scored lower on one objective index of nonverbal decoding skill (i.e., the WIPS test: M r = −0.17, p < 0.001). Moreover, individuals who self-reported more passive use scored significantly higher on both objective indices of nonverbal decoding (i.e., the WIPS test: M r = 0.18, p < 0.001 and the DANVA2-AF: M r = 0.09, p = 0.023), but did not self-report higher levels of nonverbal decoding skill (M r = 0.02, p = 0.667; Table 3 ).

Mini meta-analysis results from study 1 and study 2 examining combined correlations between measures of technology use and nonverbal decoding skill.

While many have theorized about the potential positive or negative effects that technology may have on communication skills, no studies to date have empirically examined the relationship between technology use and nonverbal decoding skill. In order to begin to understand the ways in which technology use and nonverbal decoding skill are related, we measured multiple facets of each construct to more thoroughly examine their empirical relationships with one another.

While overall screen time was unrelated to any measure of nonverbal decoding skill, interesting and consistent patterns emerged when looking at the way individuals spent their time using technology. Specifically, individuals who reported actively posting and engaging with technology-mediated communication self-reported that they were more accurate at decoding the nonverbal behaviors of others. However, these more active users were more likely to score lower on objective measures of nonverbal decoding skill. Conversely, individuals who reported spending their time online passively viewing others’ posts and photos scored higher on objective nonverbal decoding skill but did not self-report that their skills were any better.

These findings lend support to the role of practice and feedback as an effective way to increase nonverbal decoding skill ( Blanch-Hartigan et al., 2012 ). Passive users of communication technology likely receive practice in decoding nonverbal cues simply by being exposed to other users’ content (e.g., pictures, posts, videos) and thus a greater frequency of nonverbal cues. Indeed, the average screen time reported across both studies was about 5 h a day, meaning that passive users may spend up to 5 h each day practicing decoding nonverbal cues. In contrast to “other-focused” passive users, active users likely lose out on a plethora of communication cues as they report spending their time online engaging in “self-focused” activities. That is, although active users likely receive a great deal of practice encoding their own thoughts, feelings, attitudes, etc., they do not receive this same practice when it comes to decoding the thoughts, feelings, attitudes, etc. of others.

Therefore, these results support both the hypothesis that technology use enhances nonverbal decoding skill, and the hypothesis that technology use worsens nonverbal decoding skill. The key lies in how one spends their time using technological platforms. Those who use technology to practice making judgments of others may benefit from time online and learn skills to enhance their face-to-face interactions. However, greater technology use may have the opposite effect for those who choose to spend their time online creating and posting their own content, instead of interacting with the content of others. In these cases, technology may have adverse effects on an individual’s nonverbal decoding skill in face-to-face interactions.

The current research is not without limitations. First, we are limited by our homogenous sample of college participants in one US state. More research is needed to see if the relationship between active and passive technology use and nonverbal decoding skill will generalize more broadly. In addition, while the WIPS test has many advantages to other tests of nonverbal decoding ability (e.g., good reliability and validity, real-world workplace context, dynamic stimuli, many domains of nonverbal sensitivity), it is not yet a published, validated test of decoding ability. Additionally, although self-reporting active and passive technology use provides valid information regarding the way participant’s view their online activity, or the way they are motivated to be, future studies should confirm these self-reports with objective measures in order to assess the accuracy of individual’s self-perceptions. We also examined one aspect of technology use on smartphone devices and the questions focused on self-reported social media use. The role of other technology-mediated communication platforms, such as teleconferencing or interactive video gaming, deserve future study. In our regression models, only 4–16% of the variance in decoding skills was explained by our predictors; therefore, there are many other factors that impact decoding skill ability which should be explored in future work. While the WIPS test is not validated yet (i.e., in prep), it is more ecologically valid than many other available standardized tests of decoding ability because it includes many workplace scenarios and dynamic video rather than focusing on one domain (e.g., emotion recognition like the DANVA-2AF) or using just static photographs where participants often show a ceiling effect on accuracy. In addition, and explained extensively below, we cannot make causal claims about the direction of the relationships given that our data was cross-sectional.

Suggestions to Further Theories of Technology Use and Nonverbal Decoding Skill

Although our data suggest that the way in which an individual communicates with technology may impact nonverbal decoding skills globally (i.e., as measured by the WIPS test), we only observed a marginally significant effect to suggest that technology use was related to an individual’s ability to decode facial expressions of emotion measured via the DANVA-2AF. While it may be that technology truly does not impact this facet of nonverbal decoding skill, it is also possible that we did not measure technology use at a detailed enough level to reveal any meaningful relationships. Although participants reported technology use generally, different social media and technology communication platforms are vastly different in their bandwidth and each emphasize distinct cue channels. For example, while some platforms emphasize visual cues (e.g., Instagram, Snapchat) others may underscore more verbal cues (e.g., Facebook, Twitter). Collapsing technology use across all platforms may dilute interesting relationships between particular social media apps, cue channels, and nonverbal decoding skill. For instance, it may be that individuals who passively use applications which highlight posting pictures or videos receive more practice in decoding facial expressions, and therefore may score higher on emotion decoding tests such as the DANVA-2AF. Therefore, we urge future researchers to be thoughtful in selecting the most relevant nonverbal decoding skill measure for their particular study Stosic and Bernieri (in prep) taking into account domain (e.g., emotion recognition or general workplace decoding skills) as decoding ability does not appear to be a single skill ( Schlegel et al., 2017a ), and to further explore the ways in which specific technology-mediated platforms, opposed to global technology use, impact vital communication skills.

In addition to delineating more precise constructs, the areas of technology and nonverbal communication research would benefit from an increase in experimental designs. While we have interpreted our data as technology use potentially influencing nonverbal decoding skills, it is highly plausible that the causal relationship is reversed. Individuals who are more accurate perceivers of others’ nonverbal behavior may be more likely to use technology in a passive way because they are more practiced, more comfortable, or more engaged with others. Those who are less accurate perceivers of others’ nonverbal behavior may use technology more actively because they are more self-focused or find perceiving others to be more challenging or less rewarding. The correlational nature of the current studies does not allow us to untangle the direction of these effects. Therefore, we urge future work to consider experimental designs to examine the causal relationship between technology use and communication ability, particularly nonverbal decoding skill.

While experimental designs on this topic are rare, we are aware of one study that employed a quasi-experimental design to manipulate technology use. Age-matched cohorts of preteens attended a summer camp in a staggered order such that one group went earlier than the other group ( Uhls et al., 2014 ). While at camp, electronics including television, computers, and mobile phones were not allowed. The first group to attend camp was the experimental group ( N = 51) and the group that stayed at school while the first group was at camp was considered the control group ( N = 54). After just 5 days of interacting face-to-face without the use of any technology, preteens’ recognition of nonverbal emotion cues from photographs and videos (using the DANVA-2 Child and Adult Faces and the Child and Adolescent Social Perception Measure) was significantly greater compared to the control group. From this, we can gather that the short-term effects of increased opportunities for face-to-face interaction, combined with time away from screen-based media and digital communication, improved preteens’ understanding of and ability to decode nonverbal emotion cues.

Completely removing technology can be difficult in a real-world context; however, there are a variety of methods we propose to untangle the relationship between technology use and nonverbal decoding skill. There are applications and settings on most smartphones that display an alert when the user has reached a screen time maximum for the day. Researchers could consider a dose-response experiment in which they randomly assign different allowed hours of screen time to users each day for a series of days. One could then understand if different doses of screen time lead to higher or lower levels of nonverbal decoding skill.

In another potential research design, researchers could randomly assign the way technology is used by participants. Researchers could assign individuals as “passive users” who are not allowed to post but must read through others’ posts and/or photographs. Some questions to consider are whether or not this would facilitate practice, contribute to learning, and improve nonverbal decoding skill. Another quasi-experimental design could follow emerging adolescents with or without phones and assess differences in their nonverbal decoding skills, accounting for covariates and confounders such as gender, socioeconomic status, parents’ educational levels, and baseline communication skills.

In addition to experimentally manipulating technology use, research could examine and potentially rule out the reverse causality claim that nonverbal decoding skill is driving technology use. To do this, researchers could train participants on nonverbal decoding skill using validated trainings, such as the Geneva Emotion Recognition Test training (GERT; Schlegel et al., 2017b ), and then assess whether technology use changes over time or if training nonverbal decoding skill makes technology-mediated communication smoother or more rewarding.

As the use of technology-mediated communication continues to expand, it is crucial for psychological research to address the positive and negative consequences of technology use on communication skills, in particular nonverbal communication. The current research suggests that it may not be the technology use itself, but rather how actively or passively users engage with technology, that facilitates or hinders nonverbal decoding skill. We ultimately found support for all hypotheses (i.e., Liberated Relationship Perspective, Internet Enhanced Self Disclosure Hypothesis, Reduction Hypothesis, and Cues Filtered Out Theory) but the ways in which the hypotheses were supported depended on how users interacted with technology. Our results showed that those who use technology in a more passive way (reading and look at others’ posts) had higher nonverbal decoding accuracy. That is, more passive users may benefit from time online and learn skills to enhance their face-to-face communication (supporting the Liberated Relationship Perspective and Internet Enhanced Self Disclosure Hypothesis). For those who reported more active use (creating and posting their own content), they had lower nonverbal decoding accuracy. For these more active users, technology may have adverse effects on their ability to read and respond to others in face-to-face communication (supporting the Reduction Hypothesis and Cues Filtered Out Theory).

We believe these results to be encouraging, as some of the fears regarding the negative impact of technology on an individual’s communication skills may not come to fruition if technology is used in a more passive, observational manner rather than an active, self-focused manner. Beyond these results, we also provide researchers with suggestions to further the field of technology use and communication skills. Due to the growing diversity in technology-mediated communication platforms, we urge researchers to account for the different functions theses platforms afford users. In addition, and perhaps most importantly, we urge researchers to explore experimental designs to determine causal pathways in the complex relationship between technology and communication skills. Researchers are beginning to understand how the technological revolution is changing the ways in which humans navigate social interactions. A deeper appreciation for this complexity can lead to the development of interventions to enhance and not hinder our communication skills with the increasing presence and benefits of technology in our lives.

Data Availability Statement

Ethics statement.

The studies involving human participants were reviewed and approved by the University of Maine IRB. The patients/participants provided their written informed consent to participate in this study.

Author Contributions

MR, MS, and JC contributed to conception, design of the study, and wrote the first draft of the manuscript. MR organized the database and performed the statistical analysis. DB-H wrote sections of the manuscript. All authors contributed to manuscript revision, read, and approved the submitted version.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Acknowledgments

We thank research assistant, Vasiliqi Turlla, for her help in data collection and data cleaning and Herbert Ruben for always asking what technology was doing to our communication skills.

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Impact of Technology on the Communication

Introduction, social networks, relationships altered, globalization due to the internet, works cited.

Communication technology happens to be the main breakthrough in the contemporary world of technology. Millions of people are connected via the Internet without even leaving their houses. This presents splendid opportunities for people to make foreign friends, develop businesses, and take part in globalization. The paper is going to unveil the main opportunities and the disadvantages presented by communication technologies. The communication in front of a computer makes it easier to trespass geographical boundaries and benefit economically while joys of social face-to-face communication become a reality of the past for contemporary youth which damages the social environment greatly.

Social networks nowadays are the main means for the youth to communicate, make friends, exchange information, and most importantly have their life tracked down online. While communication has long been limited to house boundaries (the development of phone cable connection), the Internet now gives an opportunity to showcase the personal life of an individual which significantly changes the social norms. While several decades ago it was somewhat improperly to expose one’s personal life, today the revealing pictures are not a surprise within the social networks. Moreover, this makes friends take another attitude towards friendship and communication. While a decade ago it was a common tradition to go out in the evening, come over to a friend’s house, or just talk about the problems bugging, today the social network status is enough to upgrade on the events in your life.

As such, the relationships between couples have to be elaborated on within the scope of contemporary communication technologies. People stopped going out as frequently as it was before – the dating websites have taken over largely (Tarbox 27). The invasion of online dating agencies has a great impact on people’s personal life. The couples do not get to have first eye contact and talk during the first meeting. They sit by their computer and talk to someone you do not even know the real name of. Teenagers use and frequently abuse modern technologies while parents often have no idea of the current problem because of the generation gap problem. Very often the experience that can be got due to real-life chats can be much richer than talking to a friend online. The non –verbal communication skills are lost, whereas a teenager will need to use those one day (Bast 57).

Globalization has been a great push for all countries all over the world to keep up to the high standards of education (Echezona et al., 078). This is a great opportunity for people to get abroad, for example, and study there for future higher goals setting. This is what globalization is all about – the economical growth of the entire country and its separately taken citizens. This way not only labor-seeking migration is exercised; new opportunities become available for people who want and are able to keep up to high global standards. An Internet connection makes it possible to exercise free research, phone calls, and more beneficial results for the seeker.

In conclusion, it must be said that communication technologies are changing social environments greatly. The teenagers – the most active participants – are altering the social norms currently. This is going to be a social communication revolution when there will be no need to leave the house except for groceries supplies. Communication online expands geographical boundaries but lacks personal contact that making it impossible to notice different hidden meanings through non-verbal communication.

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Tarbox, Katherine. A Girl’s Life Online. London: Plume, 2004. Print.

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Ielts exam preparation for a higher band score., ielts essay – impact of technology on communication.

IELTS Essay:

Topic: Impact of technology on communication. (Advantages & Disadvantages).

Sample Answer: It is a true fact to consider that in the present day the world has become a global village. As a result technology has main impact to the contemporary world. Considering this, some analysts consider the positive impacts of technology on our communication while others shows the negative aspects of it. However, there are some pros and cons behind implementation of said proposal.

There are some significant advantages of the influences of technology on communication and time saving could be a significant fact to be considered. It is generally seen that few decades ago people used to send letters to exchange a few words and ideas with others and waited a long time to get reply from them. However, as the development of technology people use modern equipment for communication to each other. For example, telephone, mobile phones, internet and e-mails etc.  Moreover, building relationship easily and across the boundary with each other may be another merit of the technological advancement. Therefore, people are not getting alone anymore because closed families and friends get chance to find out their loved ones.

Despite, the advantages pointed out above regarding immense benefit of communication, there are some disadvantages that cannot be neglected without any careful consideration. Unstable cyber relationships could be a detrimental fact. It may be defined as that nowadays social media has brought people together and made new relationships possible. As result some relationships led to many crimes For instance, internet frauds, lying deceiving have become very common nowadays.

In the end, undoubtedly, whether communication is good or bad to the society is a matter of discussion; however, as far as I am concern communication has enormous benefits to the contemporary world and it outweighs certain drawbacks. The way we live our life could not have been possible without the blessing of the modern technology and communications.

[ Written by – Thilini Shani ]

4 thoughts on “ IELTS Essay – Impact of technology on communication ”

Hi, thanks.

I also think it to be a great post. The advice is truly beneficial for IELTS students. I would also like to say that I appreciate a lot the author’s suggestions on communication.

Great post. All nursing students and employed nurses could benefit from this wise advice. I particularly appreciate your suggestions on communication.

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Home — Essay Samples — Information Science and Technology — Disadvantages of Technology — The Impact of Technology on Our Lives

The Impact of Technology on Our Lives

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Impact on communication, effects on education, influence on work and productivity, influence on health and well-being, impact on society.

• Anderson, M., & Perrin, A. (2017, May 19). Tech Adoption Climbs Among Older Adults. Pew Research Center - Internet and Technology. https://www.pewresearch.org/internet/2017/05/17/technology-use-among-seniors/
• Brown, A. E., & Tiggemann, M. (2016). Attractive celebrity and peer images on Instagram: Effect on women’s mood and body image. Body Image, 19, 37-43. https://doi.org/10.1016/j.bodyim.2016.09.008
• Chen, Q., Liang, Y., & Deng, C. (2019). The effects of WeChat use on mental health among college students in China. Cyberpsychology, Behavior, and Social Networking, 22(12), 724-730. https://doi.org/10.1089/cyber.2019.0216
• Kim, L. E., & Caine, K. E. (2014). Help-seeking behavior in the context of suicidal ideation: A study of Facebook users. Journal of Affective Disorders, 155, 49-53. https://doi.org/10.1016/j.jad.2013.10.043

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Essay on Information Technology: Information Technology is the study of computer systems and telecommunications for storing, retrieving, and transmitting information using the Internet. Today, we rely on information technology to collect and transfer data from and on the internet. Say goodbye to the conventional lifestyle and hello to the realm of augmented reality (AR) and virtual reality (VR).

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Also Read: Essay on Internet

Scientific discoveries have given birth to Information Technology (IT), which has revolutionized our way of living. Sudden developments in technology have given a boost to IT growth, which has changed the entire world. Students are taught online using smartboards, virtual meetings are conducted between countries to enhance diplomatic ties, online surveys are done to spread social awareness, e-commerce platforms are used for online shopping, etc.

Information Technology has made sharing and collecting information at our fingertips easier. We can learn new things with just a click. IT tools have enhanced global communication, through which we can foster economic cooperation and innovation. Almost every business in the world relies on Information Technology for growth and development. The addiction to information technology is thriving throughout the world.

Also Read: Essay on 5G Technology

• Everyday activities like texting, calling, and video chatting have made communication more efficient.
• E-commerce platforms like Amazon and Flipkart have become a source of online shopping.
• E-learning platforms have made education more accessible.
• The global economy has significantly improved.
• The healthcare sector has revolutionized with the introduction of Electronic Health Records (EHR) and telemedicine.
• Local businesses have expanded into global businesses. 
• Access to any information on the internet in real-time.

Also Read: Essay on Mobile Phone

Disadvantages

Apart from the above-mentioned advantages of Information Technology, there are some disadvantages also.

• Cybersecurity and data breaches are one of the most important issues.
• There is a digital divide in people having access to information technology.
• Our over-relying attitude towards the IT sector makes us vulnerable to technical glitches, system failures and cyber-attacks.
• Excessive use of electronic devices and exposure to screens contribute to health issues.
• Short lifecycles of electronic devices due to rapid changes in technological developments.
• Challenges like copyright infringement and intellectual property will rise because of ease in digital reproduction and distribution.
• Our traditional ways of entertainment have been transformed by online streaming platforms, where we can watch movies and play games online.

The modern world heavily relies on information technology. Indeed, it has fundamentally reshaped our way of living and working, but, we also need to strike a balance between its use and overuse. We must pay attention to the challenges it brings for a sustainable and equitable society.

Also Read: Essay on Technology

Paragraph on Information Technology

Also Read: Essay on Wonder of Science

Ans: Information technology is an indispensable part of our lives and has revolutionized the way we connect, work, and live. The IT sector involves the use of computers and electronic gadgets to store, transmit, and retrieve data. In recent year, there has been some rapid changes in the IT sector, which has transformed the world into a global village, where information can be exchanged in real-time across vast distances.

Ans: The IT sector is one of the fastest-growing sectors in the world. The IT sector includes IT services, e-commerce, the Internet, Software, and Hardware products. IT sector helps boost productivity and efficiency. Computer applications and digital systems have allowed people to perform multiple tasks at a faster rate. IT sector creates new opportunities for everyone; businesses, professionals, and consumers.

Ans: There are four basic concepts of the IT sector: Information security, business software development, computer technical support, and database and network management.

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With an experience of over a year, I've developed a passion for writing blogs on wide range of topics. I am mostly inspired from topics related to social and environmental fields, where you come up with a positive outcome.

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IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATION

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Vision: Journal for Language and Foreign Language Learning

This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.

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JEELS (Journal of English Education and Linguistics Studies)

Indonesian ELT is complex for numerous reasons, and the level of students " outcome has been regarded unsatisfactory by a number of researchers and academics. This paper considers ICT as one of possible alternatives to deal with the complexity of Indonesian ELT and to improve its outcomes. It widely explores ICT integration in English LTL, especially on how ICT has been used in this field. It further investigates the benefits and challenges of integrating ICT in LTL. The paper argues that the integration of ICT is promising for changing and improving the effectiveness of the current Indonesian ELT condition when it is carried out in line with the effective LTL principles. The integration of ICT will enable teachers to vary teaching and learning activities, to gradually change the teaching style to be more student-centred, to train students to have more active role in learning, and to access a huge range of authentic learning materials. The paper also acknowledges the contraints that will emerge in an effort of integrating ICT in Indonesian English LTL. Hence, some recommedations for action are proposed at the end.

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The rise of open and flexible learning as a major mode of acquiring knowledge and imparting education and training to vastly scattered, heterogeneous groups has facilitated equitable access to educational opportunities at sustainable costs. Bates (1995), in his significant enquiry on media technologies, has suggested major changes in the delivery of programmes by the open and distance mode.

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IBM Joins Leading Companies Launching Consortium to Address AI's Impact on the Tech Workforce

Cisco and a group of eight leading companies including Accenture, Eightfold, Google, IBM, Indeed, Intel, Microsoft, and SAP, as well as six advisors are launching the AI-Enabled Information and Communication Technology (ICT) Workforce Consortium—focused on upskilling and reskilling roles most likely to be impacted by AI.

The Consortium is catalyzed by the work of the U.S.-EU Trade and Technology Council’s (TTC) Talent for Growth Task Force, with the goal of exploring AI’s impact on ICT job roles, enabling workers to find and access relevant training programs, and connecting businesses to skilled and job-ready workers.

Working as a private sector collaborative, the Consortium is evaluating how AI is changing the jobs and skills workers need to be successful. The first phase of work will culminate in a report with actionable insights for business leaders and workers.

Further details will be shared in the coming months. Findings will be intended to offer practical insights and recommendations to employers that seek ways to reskill and upskill their workers in preparation for AI-enabled environments.

Consortium members represent a cross section of companies innovating on the cutting edge of AI that also understand the current and impending impact of AI on the workforce. Individually, Consortium members have documented opportunities and challenges presented by AI.

The collaborative effort enables their organizations to coalesce insights, recommend action plans, and activate findings within their respective broad spheres of influence.

The Consortium’s work is inspired by the TTC’s Talent for Growth Task Force and Cisco Chair and CEO Chuck Robbins’ leadership of its skills training workstream, and input from the U.S. Department of Commerce.

The TTC was established in June 2021 by U.S. President Biden, European Commission President von der Leyen, and European Council President Michel to promote U.S. and EU competitiveness and prosperity through cooperation and democratic approaches to trade, technology, and security.

In its first phase of work, the Consortium will evaluate the impact of AI on 56 ICT job roles and provide training recommendations for impacted jobs. These job roles include 80% of the top 45 ICT job titles garnering the highest volume of job postings for the period February 2023-2024 in the United States and five of the largest European countries by ICT workforce numbers (France, Germany, Italy, Spain, and the Netherlands) according to Indeed Hiring Lab. Collectively, these countries account for a significant segment of the ICT sector, with a combined total of 10 million ICT workers.

“IBM is proud to join this timely business-led initiative, which brings together our shared expertise and resources to prepare the workforce for the AI era. Our collective responsibility as industry leaders is to develop trustworthy technologies and help provide workers—from all backgrounds and experience levels—access to opportunities to reskill and upskill as AI adoption changes ways of working and creates new jobs,” said Gian Luigi Cattaneo, vice president, human resources, IBM EMEA.

For more information about this news, visit www.ibm.com .

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Leading Companies Launch Consortium to Address AI's Impact on the Technology Workforce

The Consortium aims to provide actionable insights and identify new opportunities for reskilling and upskilling

News Summary:

• The AI-Enabled ICT Workforce Consortium is led by Cisco and joined by Accenture, Eightfold, Google, IBM, Indeed, Intel, Microsoft and SAP. It will assess AI's impact on technology jobs and identify skills development pathways for the roles most likely to be affected by artificial intelligence.
• The formation of the Consortium is catalyzed by the work of the U.S.-EU Trade and Technology Council Talent for Growth Task Force, Cisco Chair and CEO Chuck Robbins’ participation in the Task Force, and input from the U.S. Department of Commerce.
• Advisors include the American Federation of Labor and Congress of Industrial Organizations, CHAIN5, Communications Workers of America, DIGITALEUROPE, the European Vocational Training Association, Khan Academy, and SMEUnited.

Leuven, Belgium, April 4, 2024 - Cisco (NASDAQ: CSCO) and a group of eight leading companies including Accenture, Eightfold, Google, IBM, Indeed, Intel, Microsoft and SAP as well as six advisors today announced the launch of the AI-Enabled Information and Communication Technology (ICT) Workforce Consortium focused on upskilling and reskilling roles most likely to be impacted by AI. The Consortium is catalyzed by the work of the U.S.-EU Trade and Technology Council’s (TTC) Talent for Growth Task Force, with the goal of exploring AI’s impact on ICT job roles, enabling workers to find and access relevant training programs, and connecting businesses to skilled and job-ready workers.

Working as a private sector collaborative, the Consortium is evaluating how AI is changing the jobs and skills workers need to be successful. The first phase of work will culminate in a report with actionable insights for business leaders and workers. Further details will be shared in the coming months. Findings will be intended to offer practical insights and recommendations to employers that seek ways to reskill and upskill their workers in preparation for AI-enabled environments.

Consortium members represent a cross section of companies innovating on the cutting edge of AI that also understand the current and impending impact of AI on the workforce. Individually, Consortium members have documented opportunities and challenges presented by AI. The collaborative effort enables their organizations to coalesce insights, recommend action plans, and activate findings within their respective broad spheres of influence.

The Consortium’s work is inspired by the TTC’s Talent for Growth Task Force and Cisco Chair and CEO Chuck Robbins’ leadership of its skills training workstream, and input from the U.S. Department of Commerce. The TTC was established in June 2021 by U.S. President Biden, European Commission President von der Leyen, and European Council President Michel to promote U.S. and EU competitiveness and prosperity through cooperation and democratic approaches to trade, technology, and security.

“At the U.S. Department of Commerce, we’re focused on fueling advanced technology and deepening trade and investment relationships with partners and allies around the world. This work is helping us build a strong and competitive economy, propelled by a talented workforce that’s enabling workers to get into the good quality, high-paying, family-sustaining jobs of the future. We recognize that economic security and national security are inextricably linked. That’s why I’m proud to see the efforts of the Talent for Growth Task Force continue with the creation of the AI-Enabled ICT Workforce Consortium,” said U.S. Secretary of Commerce Gina Raimondo. “I am grateful to the consortium members for joining in this effort to confront the new workforce needs that are arising in the wake of AI’s rapid development. This work will help provide unprecedented insight on the specific skill needs for these jobs. I hope that this Consortium is just the beginning, and that the private sector sees this as a call to action to ensure our workforces can reap the benefits of AI.”

“AI is accelerating the pace of change for the global workforce, presenting a powerful opportunity for the private sector to help upskill and reskill workers for the future,” said Francine Katsoudas, Executive Vice President and Chief People, Policy & Purpose Officer, Cisco. “The mission of our newly unveiled AI-Enabled Workforce Consortium is to provide organizations with knowledge about the impact of AI on the workforce and equip workers with relevant skills. We look forward to engaging other stakeholders—including governments, NGOs, and the academic community—as we take this important first step toward ensuring that the AI revolution leaves no one behind.”

The AI-Enabled ICT Workforce Consortium’s efforts address a business critical and growing need for a proficient workforce that is trained in various aspects of AI, including the skills to implement AI applications across business processes. The Consortium will leverage its members and advisors to recommend and amplify reskilling and upskilling training programs that are inclusive and can benefit multiple stakeholders – students, career changers, current IT workers, employers, and educators – in order to skill workers at scale to engage in the AI era.

In its first phase of work, the Consortium will evaluate the impact of AI on 56 ICT job roles and provide training recommendations for impacted jobs. These job roles include 80% of the top 45 ICT job titles garnering the highest volume of job postings for the period February 2023-2024 in the United States and five of the largest European countries by ICT workforce numbers (France, Germany, Italy, Spain, and the Netherlands) according to Indeed Hiring Lab. Collectively, these countries account for a significant segment of the ICT sector, with a combined total of 10 million ICT workers.

Consortium members universally recognize the urgency and importance of their combined efforts with the acceleration of AI in all facets of business and the need to build an inclusive workforce with family-sustaining opportunities. Consortium members commit to developing worker pathways particularly in job sectors that will increasingly integrate artificial intelligence technology. To that end, Consortium members have established forward thinking goals with skills development and training programs to positively impact over 95 million individuals around the world over the next 10 years.

Consortium member goals include:

• Cisco to train 25 million people with cybersecurity and digital skills by 2032.
• IBM to skill 30 million individuals by 2030 in digital skills, including 2 million in AI.
• Intel to empower more than 30 million people with AI skills for current and future jobs by 2030.
• Microsoft to train and certify 10 million people from underserved communities with in-demand digital skills for jobs and livelihood opportunities in the digital economy by 2025.
• SAP to upskill two million people worldwide by 2025.
• Google has recently announced EUR 25 million in funding to support AI training and skills for people across Europe.

“Helping organizations identify skills gaps and train people at speed and scale is a major priority for Accenture, and this consortium brings together an impressive ecosystem of industry partners committed to growing leading-edge technology, data and AI skills within our communities. Reskilling people to work with AI is paramount in every industry. Organizations that invest as much in learning as they do in the technology not only create career pathways, they are well positioned to lead in the market.” - Ellyn Shook, Chief Leadership & Human Resources Officer, Accenture

“The dynamics of work and the very essence of work are evolving at an unprecedented pace. Eightfold examines the most sought-after job roles, delving into the needs for reskilling and upskilling. Through its Talent Intelligence Platform, it empowers business leaders to adapt swiftly to the changing business environment. We take pride in contributing to the creation of a knowledgeable and responsible resource that assists organizations in preparing for the future of work.” - Ashutosh Garg, CEO and Co-Founder, Eightfold AI

“Google believes the opportunities created by technology should truly be available to everyone. We’re proud to join the AI-Enabled Workforce Consortium, which will advance our work to make AI skills training universally accessible. We’re committed to collaborating across sectors to ensure workers of all backgrounds can use AI effectively and develop the skills needed to prepare for future-focused jobs, qualify for new opportunities, and thrive in the economy.” - Lisa Gevelber, Founder, Grow with Google

“IBM is proud to join this timely business-led initiative, which brings together our shared expertise and resources to prepare the workforce for the AI era. Our collective responsibility as industry leaders is to develop trustworthy technologies and help provide workers—from all backgrounds and experience levels—access to opportunities to reskill and upskill as AI adoption changes ways of working and creates new jobs.” - Gian Luigi Cattaneo, Vice President, Human Resources, IBM EMEA

“Indeed’s mission is to help people get jobs. Our research shows that virtually every job posted on Indeed today, from truck driver to physician to software engineer, will face some level of exposure to GenAI-driven change. We look forward to contributing to the Workforce Consortium’s important work. The companies who empower their employees to learn new skills and gain on-the-job experience with evolving AI tools will deepen their bench of experts, boost retention and expand their pool of qualified candidates.” - Hannah Calhoon, Head of AI Innovation at Indeed

“At Intel, our purpose is to create world-changing technology that improves the lives of every person on the planet, and we believe bringing AI everywhere is key for businesses and society to flourish. To do so, we must provide access to AI skills for everyone. Intel is committed to expanding digital readiness by collaborating with 30 countries, empowering 30,000 institutions, and training 30 million people for current and future jobs by 2030. Working alongside industry leaders as part of this AI-enabled ICT workforce consortium will help upskill and reskill the workforce for the digital economy ahead.” – Christy Pambianchi, Executive Vice President and Chief People Officer at Intel Corporation

“As a global leader in AI innovation, Microsoft is proud to join the ICT Workforce Consortium and continue our efforts to shape an inclusive and equitable technology future for all. As a member of the consortium, we will work with industry leaders to share best practices, create accessible learning opportunities, and collaborate with stakeholders to ensure that workers are equipped with the technology skills of tomorrow,” - Amy Pannoni, Vice President and Deputy General Counsel, HR Legal at Microsoft

“SAP is proud to join this effort to help prepare our workforce for the jobs of the future and ensure AI is relevant, reliable, and responsible across businesses and roles. As we navigate the complexities of our ever-evolving world, AI has the potential to reshape industries, revolutionize problem-solving, and unlock unprecedented levels of human potential, enabling us to create a more intelligent, efficient, and inclusive workforce. Over the years, SAP has supported many skills building programs, and we look forward to driving additional learning opportunities, innovation, and positive change as part of the consortium.”  - Nicole Helmer, Vice President & Global Head of Development Learning at SAP

About Cisco

Cisco (NASDAQ: CSCO) is the worldwide technology leader that securely connects everything to make anything possible. Our purpose is to power an inclusive future for all by helping our customers reimagine their applications, power hybrid work, secure their enterprise, transform their infrastructure, and meet their sustainability goals. Discover more on The Newsroom and follow us on X at @Cisco .

Cisco and the Cisco logo are trademarks or registered trademarks of Cisco and/or its affiliates in the U.S. and other countries. A listing of Cisco's trademarks can be found at www.cisco.com/go/trademarks. Third-party trademarks mentioned are the property of their respective owners. The use of the word partner does not imply a partnership relationship between Cisco and any other company.

Executive Vice President of the European Commission and Commissioner for Competition Margaret Vestager and US Secretary of Commerce Gina Raimondo join Consortium members in Belgium

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This paper is in the following e-collection/theme issue:

Published on 8.4.2024 in Vol 26 (2024)

Longitudinal Monitoring of Clinician-Patient Video Visits During the Peak of the COVID-19 Pandemic: Adoption and Sustained Challenges in an Integrated Health Care Delivery System

Authors of this article:

Original Paper

• Jessica A Palakshappa 1, 2 , MD, MS   ; 
• Erica R Hale 1, 2 , MS   ; 
• Joshua D Brown 1 , PhD   ; 
• Carol A Kittel 2 , MA   ; 
• Emily Dressler 2 , PhD   ; 
• Gary E Rosenthal 1, 2 , MD   ; 
• Sarah L Cutrona 3, 4 , MD, MPH   ; 
• Kristie L Foley 2 , MS, PhD   ; 
• Emily R Haines 2 , PhD   ; 
• Thomas K Houston II 1, 2 , MD, MPH  

1 Atrium Health Wake Forest Baptist, Winston Salem, NC, United States

2 Wake Forest University School of Medicine, Winston Salem, NC, United States

3 Department of Population and Quantitative Health Sciences, University of Massachusetts Chan Medical School, Worcester, MA, United States

4 Center for Healthcare Organization and Implementation Research, Veterans Affairs Bedford Healthcare System, Bedford, MA, United States

Corresponding Author:

Jessica A Palakshappa, MD, MS

Wake Forest University School of Medicine

1 Medical Center Blvd

Winston Salem, NC, 27157

United States

Phone: 1 336 716 8465

Email: [email protected]

Background: Numerous prior opinion papers, administrative electronic health record data studies, and cross-sectional surveys of telehealth during the pandemic have been published, but none have combined assessments of video visit success monitoring with longitudinal assessments of perceived challenges to the rapid adoption of video visits during the pandemic.

Objective: This study aims to quantify (1) the use of video visits (compared with in-person and telephone visits) over time during the pandemic, (2) video visit successful connection rates, and (3) changes in perceived video visit challenges.

Methods: A web-based survey was developed for the dual purpose of monitoring and improving video visit implementation in our health care system during the COVID-19 pandemic. The survey included questions regarding rates of in-person, telephone, and video visits for clinician-patient encounters; the rate of successful connection for video visits; and perceived challenges to video visits (eg, software, hardware, bandwidth, and technology literacy). The survey was distributed via email to physicians, advanced practice professionals, and clinicians in May 2020. The survey was repeated in March 2021. Differences between the 2020 and 2021 responses were adjusted for within-respondent correlation across surveys and tested using generalized estimating equations.

Results: A total of 1126 surveys were completed (511 surveys in 2020 and 615 surveys in 2021). In 2020, only 21.7% (73/336) of clinicians reported no difficulty connecting with patients during video visits and 28.6% (93/325) of clinicians reported no difficulty in 2021. The distribution of the percentage of successfully connected video visits (“Over the past two weeks of scheduled visits, what percentage did you successfully connect with patients by video?”) was not significantly different between 2020 and 2021 ( P =.74). Challenges in conducting video visits persisted over time. Poor connectivity was the most common challenge reported by clinicians. This response increased over time, with 30.5% (156/511) selecting it as a challenge in 2020 and 37.1% (228/615) in 2021 ( P =.01). Patients not having access to their electronic health record portals was also a commonly reported challenge (109/511, 21.3% in 2020 and 137/615, 22.3% in 2021, P =.73).

Conclusions: During the pandemic, our health care delivery system rapidly adopted synchronous patient-clinician communication using video visits. As experience with video visits increased, the reported failure rate did not significantly decline, and clinicians continued to report challenges related to general network connectivity and patient access to technology.

Introduction

Interest in telehealth from policy makers, health care providers, patients, and families continues to grow [ 1 ], including newer modalities such as video visits [ 2 ]. Video visits refer to clinician-patient communication that includes real time video and audio assessment of the patient when the clinician is in a different location. Video visits have the potential to improve efficiency for clinicians and to improve access for patients, particularly those who reside in rural areas or with transportation barriers [ 3 ]. The technology to support video visits has existed for decades; however, only a small minority of clinicians used this form of telehealth in their practices [ 4 ] prior to the COVID-19 pandemic. There are multiple reasons why telehealth adoption was slow despite its potential benefits including changing cost and reimbursement policies, federal and state licensing laws, incompatible electronic health records, and gaps in internet access in certain areas.

The COVID-19 pandemic and subsequent public health emergency led to fundamental shifts in how health care was delivered in the United States, including the rapid adoption of telehealth services. Before the public health emergency, approximately 13,000 fee-for-service Medicare beneficiaries received telehealth services in a week and that number increased to nearly 1.7 million beneficiaries by the last week of April 2020 [ 5 ]. While the need to avoid in-person contact fueled the initial rapid rise, regulations and restrictions were temporarily lifted during this time facilitating its use. Clinicians were also paid for telehealth services at the same rate as in-person medical services. Several studies have reported on the rapid uptake of telehealth, including video visits, in this context [ 6 - 8 ]. However, few reports have explored rates of success and failure of video visits over time. The challenges clinicians face in conducting video visits have also not been explored. Understanding these challenges will be important for improving and expanding the reach of telehealth services after the pandemic has ended.

In the context of the rapidly increasing use of telehealth to conduct video visits, and consistent with the sociotechnical model’s [ 9 ] emphasis on monitoring the implementation of health information technology in complex adaptive health care systems, our health care delivery system initiated a series of brief assessments of video visit adoption. The research objective of this report is to summarize the findings of the video visit monitoring including (1) the use of video visits (compared with in-person and telephone visits) over time during the pandemic, (2) video visit successful connection rates, and (3) changes in perceived video visit challenges. With patient and clinician skills and experience with video visits increasing over time, our primary hypothesis was that clinicians’ perceived challenges to completing video visits (eg, software, hardware, bandwidth, and technology literacy) would decline over time.

Study Design

The design was a longitudinal series of 2 cross-sectional assessments (2020 and 2021). In summary, for the dual purpose of monitoring and improving telehealth implementation in our health care delivery system, institutional leaders developed a brief web-based survey regarding the use of video visits and challenges. The survey was initially distributed in 2020. Given the ongoing public health emergency and the need to re-evaluate telehealth use, the survey was repeated in 2021. Institutional leaders encouraged clinicians to complete the survey, communicating encouragement via emails and announcements at in-person faculty and departmental meetings.

Ethical Considerations

As the brief assessments were distributed by the clinical system as part of ongoing quality improvement, the project was approved as an research protocol as exempt from human participants approval by the Wake Forest University School of Medicine Institutional Review Board (IRB00077473). The survey did not collect identifying information from the participants.

Survey Development

Published in 2010 by Sittig and Singh [ 9 ], the sociotechnical model of health information technology was the first to fully emphasize the importance of system monitoring in implementation frameworks. Key aspects of monitoring, including measuring how the technology is being used by clinicians and whether implementation outcomes are being achieved, were considered when developing the survey. The survey was developed with a literature search, expert review, and iterative pilot-testing (see Multimedia Appendix 1 ). The final survey included 12 questions related to rates of in-person, telephone, and video for clinician-patient encounters; the rate of successful connection for video visits; and perceived challenges to video visits (eg, software, hardware, bandwidth, and technology literacy).

Study Population

The study population included all outpatient clinicians practicing across the health care delivery system; we excluded clinicians without direct patient care responsibilities. The system includes 5 hospitals and over 350 primary care and specialty clinics that provide care to over 2 million persons annually. The brief assessment was distributed to clinicians in 2020 and 2021 (1937 clinicians and 2843 clinicians, respectively).

Survey Distribution and Data Collection

As we are an integrated health care delivery system, we had access to the contact details of all providers. Our group practice clinical operations executive committee facilitated the survey distribution by requesting that each department chair and clinical service line director send an email to their team of providers to notify them of the survey and encourage completion. Surveys were collected and managed using REDCap (Research Electronic Data Capture), a secure, web-based app designed to support data capture [ 10 , 11 ]. A unique survey link was distributed via email to each clinician in May 2020 and March 2021. The system sent up to 2 reminder emails if the recipient had not yet completed the survey.

Statistical Analysis

To take full advantage of the data collected, we first analyzed the results as 2 cross-sectional surveys. In this primary analysis, we included all respondents in each year. We recognize that a subset of clinicians also responded in both years. Thus, as a secondary analysis, we analyzed the data limited to the longitudinal cohort who participated in both years. First, summary statistics are presented as count (frequency) for categorical variables and mean (SD) or median (IQR) for continuous variables as appropriate. Generalized estimating equations were then used to model frequency distributions of in-person, telephone, and video visits, and patient and clinician challenges. These logit models were adjusted for within-respondent correlation across surveys via an exchangeable correlation structure. P values of .05 were considered statistically significant. P values for multiple comparisons in frequency distributions of in-person, telephone, and video visits between physicians, advanced practice professionals (APPs), and other clinicians were adjusted via the Tukey-Kramer method to control for type I errors with a corrected P value <.05 deemed statistically significant [ 12 ]. All statistical analyses were performed with R (version 4.2.1; R Core Team) [ 13 ].

We recognize that a subset of clinicians responded in both years. Thus, as a secondary analysis, we analyzed the data limited to the longitudinal cohort who participated in both surveys. For the secondary analysis, matched pairs analyses were performed as were performed in the entire sample with only those responses from clinicians that completed both surveys.

Surveillance Participation and Participant Characteristics

In 2020, 1937 surveys were sent and 511 responses were received (response rate 26.4%). In 2021, 2843 surveys were sent and 615 responses were received (response rate 21.6%). In both years, over 55% of the respondents were physicians from a wide range of clinical specialties. About half of the clinicians who completed the survey in 2020 also completed it in 2021 ( Table 1 ).

a n=511 responses in 2020 and n=615 responses in 2021.

b n=300 responses in 2020 and n=353 responses in 2021.

Health Care Delivery by In-Person and Telephone

To place the volume of telehealth in context, we first asked about the number of in-person encounters completed over the past 2 weeks ( Table 2 ). The distribution of responses differed between 2020 and 2021 ( P <.001). Modeled probabilities show fewer respondents reported zero (22.2% vs 4.9%) or 1 to 10 (33.5% vs 11.5%) in-person visits in 2021 as compared with 2020. The volume of in-person visits increased over time ( Table 2 ). Further, the majority of respondents (399/509, 78.4%) reported at least 1 telephone visit in 2020 and 65.7% (369/562) in 2021 although the distribution of responses differed from 2020 to 2021 ( P <.001).

a Differences in frequency distributions between 2020 and 2021 tested via generalized estimating equation modeling; P value adjusted using Tukey-Kramer method to control for type I errors.

Health Care Delivery by Video Visits

Many health care providers were engaged in virtual care, with 65.9% (336/510) health care providers reporting video visit encounters in 2020 and 57.6% (325/564) health care providers reporting video visit encounters in 2021 ( Table 2 ) although the distribution of responses again changed from 2020 to 2021 ( P <.001). Compared with 2020, fewer 2021 respondents reported 11-25 (18.6% vs 6.7%), 26-50 (5.9% vs 2.8%), or over 50 (2.4% vs 2%) visits.

Secondary analyses were robust to missing data and showed that the results (distributions of in-person, phone, and video visits) did not change when limiting the data to only respondents who participated in both surveys.

Comparing Health Care Delivery by Physicians, APPs, and Others

We also compared health care delivery modality by type of clinician (physicians, APPs, or others). Patterns of health care delivery reported in the overall sample were similar in the physician, APP, and other subgroups. There were no significant differences between physicians and APPs in the number of patient encounters that were completed as in-person, telephone visits, or video visits in 2020 or 2021.

Perceived Challenges to Patient-Clinician Connection Using Video Visits

The use of video visits came with challenges. In 2020, only 21.7% (73/336) of clinicians reported no difficulty connecting with patients during video visits and 28.6% (93/325) of clinicians reported no difficulty in 2021 ( Figure 1 ). The distribution of the percentage of successfully connected video visits (“Over the past two weeks of scheduled visits, what percentage did you successfully connect with patients by video?”) was not significantly different between 2020 and 2021 ( P =.74, Figure 1 ). There was also no significant difference between physicians and APPs in the rate of successful video connection with patients in either year.

Clinicians were asked about the challenges in successfully completing video visits (see Table 3 ). The most commonly reported challenge was poor connectivity. This response increased over time with 30.5% (156/511) selecting it as a challenge in 2020 and 37.1% (228/615) selecting it as a challenge in 2021 ( P =.01). Patients not having access to their electronic health record portals was also a commonly reported challenge (109/511, 21.3% in 2020 and 137/615, 22.3% in 2021; P =.73).

a P value adjusted using the Tukey-Kramer method to control for type I errors.

b For some clinical video visits, a prerequisite was that patients needed to have registered with the patient portal.

Principal Findings

Although telehealth technology was available in our health care delivery system prior to the COVID-19 pandemic, it saw only limited use for providing synchronous care to patients prior to the pandemic. Inconsistent reimbursement for services, restrictions on the physical location of patients and clinicians during telehealth, and rules about types of visits that were acceptable for telehealth services all contributed to its limited use [ 14 , 15 ]. With the pandemic, and consistent with other reports, our health care delivery system rapidly expanded the provision of clinical care by way of video visits. Later in the pandemic, in-person visits did increase, but the use of video visits remained well above prepandemic levels.

Overall, there has been a shift toward a more positive sentiment about telehealth and telemedicine since the start of the pandemic. A scoping review by Doraiswamy et al [ 16 ] reported 543 telehealth-related papers (mostly opinions, commentaries, and perspectives; 61%) published across 331 different journals from January to June 2020. Most of these new reports had a “celebratory” or favorable sentiment about the use of telehealth. The scope of the increase in telehealth during the public health emergency likely contributed to this sentiment though concerns about patient and clinician connection, the lack of physical examinations, and cost-effectiveness were still noted by some. Although our providers reported benefits for clinical video telehealth beyond audio-only calls for patient-provider visits, failure to connect using clinical video visits was common.

While reports have documented challenges with clinical video telehealth [ 17 ], few have monitored these challenges over time. During the pandemic, as our health care delivery system’s experience with video visits grew, clinicians did not report a meaningful reduction in connection failure rate. The most frequently reported challenges were general network connectivity and those related to the digital divide (eg, patient lack of internet access, needed software, or internet-connected cameras). Gaps in access to technology and the internet for telehealth may impact some patient groups more than others. For example, older age, rural residence, dual Medicare and Medicaid enrollment, and non-Hispanic Black or Hispanic race or ethnicity have been shown to be associated with a lower probability of technology ownership, access to the internet, and use of the internet for communication in cancer survivors [ 18 ]. Further, over 10% of clinicians also reported that they experienced software or hardware challenges (eg, limited availability of internet cameras at a clinical location). Expanding telehealth will require ongoing investments in technology for clinicians. New workflows to support successful connection during video visits and follow-up processes may also be needed.

Our video visit monitoring results were shared with clinical operations leadership. In response to the sustained challenges noted, we initiated a new video visit program to provide patient support prior to scheduled video visits. Our technology navigators are a specially trained, centralized team and are directed to reach out to vulnerable patients and families to facilitate video visit access. A new electronic health record dashboard identified patients with (1) a scheduled video visit and (2) 1 or more risk factors (eg, lack of a prior successful video visit and lack of patient portal access). We further prioritized patients older than 65 years and those living in rural areas. Technology navigators reached out by telephone to contact these at-risk patients to assess their technology access (eg, internet, software, webcam, or smartphone), technology literacy and perceived competence, and availability of at-home support from family and friends. The technology navigators then troubleshoot any challenges noted by the patients and offer to conduct a “practice” video visit. Evaluation of this program is ongoing. In 2022-2023, the navigators contacted 1266 patients at high risk for video visit failure. Among those contacted, 515 requested and were provided assistance. With previsit support from the navigators, the patient-provider scheduled video visit completion rate was 84% as compared with a 60% completion rate among those patients who did not receive support.

Limitations of our video visit surveillance analysis include that the data were collected across 1 health care delivery system with an integrated electronic health care record system. The perceptions and challenges may be different in a smaller health care system and in those with different health care record systems. The survey measured only clinician-reported telehealth use and success rates which may be limited by recall. As with all surveys, our results may be biased as only about one-quarter of the sample responded. It is possible that respondents experienced more challenges conducting video visits than those who did not respond. Further, not all clinicians longitudinally completed both the 2020 and 2021 surveys—due both to response rates and providers leaving and entering the health care system. Thus, changes over time may represent differences in the underlying sample. For example, new clinicians may have been more or less familiar with conducting video visits.

Conclusions

Recent reviews have noted the need for more evidence related to telehealth’s implementation, effectiveness, and health equity in telehealth access [ 16 , 19 , 20 ]. Although internet and smartphone access has increased over the last decade (with older adults being one of the fastest-growing subgroups of new adoption), our longitudinal video visit surveillance reveals that the digital divide is still a significant barrier to video visit access.

Although Healthy People 2030 (a set of national objectives to improve health and well-being) includes developmental and research objectives related to patient portals and increasing the use of telehealth to improve access to health services [ 21 ], some social determinants of health taxonomies do not include technology access. If telehealth is increasingly an important component of health care access, then technology access (eg, internet, smartphone, patient portal, and connected hardware, such as internet-connected video) should be considered a social determinant of health [ 22 ]. A comprehensive solution to overcoming the digital divide has not yet been achieved. However, some partial solutions include directly providing technology to patients, providing detailed instructions, and support services (eg, our technology navigator program), and engaging trusted caregivers (family and friends) who may be able to assist patients [ 23 - 27 ].

Acknowledgments

The project was supported through the National Cancer Institute Cancer Moonshot initiative—iDAPT: Implementation and Informatics–Developing Adaptable Processes and Technologies for Cancer Control (P50 CA244693); the Wake Forest Clinical and Translational Science Award (5UL1TR001420); and also a career development award to JAP (1K23AG073529).

Conflicts of Interest

None declared.

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Abbreviations

Edited by G Eysenbach, T Leung; submitted 26.10.23; peer-reviewed by K Moulaei; comments to author 19.12.23; revised version received 24.01.24; accepted 09.03.24; published 08.04.24.

©Jessica A Palakshappa, Erica R Hale, Joshua D Brown, Carol A Kittel, Emily Dressler, Gary E Rosenthal, Sarah L Cutrona, Kristie L Foley, Emily R Haines, Thomas K Houston II. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 08.04.2024.

This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in the Journal of Medical Internet Research, is properly cited. The complete bibliographic information, a link to the original publication on https://www.jmir.org/, as well as this copyright and license information must be included.

April 2, 2024

Eclipse Psychology: When the Sun and Moon Align, So Do We

How a total solar eclipse creates connection, unity and caring among the people watching

By Katie Weeman

Students observing a partial solar eclipse on June 21, 2020, in Lhokseumawe, Aceh Province, Indonesia.

NurPhoto/Getty Images

This article is part of a special report on the total solar eclipse that will be visible from parts of the U.S., Mexico and Canada on April 8, 2024.

It was 11:45 A.M. on August 21, 2017. I was in a grassy field in Glendo, Wyo., where I was surrounded by strangers turned friends, more than I could count—and far more people than had ever flocked to this town, population 210 or so. Golden sunlight blanketed thousands of cars parked in haphazard rows all over the rolling hills. The shadows were quickly growing longer, the air was still, and all of our faces pointed to the sky. As the moon progressively covered the sun, the light melted away, the sky blackened, and the temperature dropped. At the moment of totality, when the moon completely covered the sun , some people around me suddenly gasped. Some cheered; some cried; others laughed in disbelief.

Exactly 53 minutes later, in a downtown park in Greenville, S.C., the person who edited this story and the many individuals around him reacted in exactly the same ways.

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When a total solar eclipse descends—as one will across Mexico, the U.S. and Canada on April 8—everyone and everything in the path of totality are engulfed by deep shadow. Unlike the New Year’s Eve countdown that lurches across the globe one blocky time zone after another, the shadow of totality is a dark spot on Earth that measures about 100 miles wide and cruises steadily along a path, covering several thousand miles in four to five hours. The human experiences along that path are not isolated events any more than individual dominoes are isolated pillars in a formation. Once that first domino is tipped, we are all linked into something bigger—and unstoppable. We all experience the momentum and the awe together.

When this phenomenon progresses from Mexico through Texas, the Great Lakes and Canada on April 8, many observers will describe the event as life-changing, well beyond expectations. “You feel a sense of wrongness in those moments before totality , when your surroundings change so rapidly,” says Kate Russo, an author, psychologist and eclipse chaser. “Our initial response is to ask ourselves, ‘Is this an opportunity or a threat?’ When the light changes and the temperature drops, that triggers primal fear. When we have that threat response, our whole body is tuned in to taking in as much information as possible.”

Russo, who has witnessed 13 total eclipses and counting, has interviewed eclipse viewers from around the world. She continues to notice the same emotions felt by all. They begin with that sense of wrongness and primal fear as totality approaches. When totality starts, we feel powerful awe and connection to the world around us. A sense of euphoria develops as we continue watching, and when it’s over, we have a strong desire to seek out the next eclipse.

“The awe we feel during a total eclipse makes us think outside our sense of self. It makes you more attuned to things outside of you,” says Sean Goldy, a postdoctoral fellow at the department of psychiatry and behavioral sciences at Johns Hopkins University.

Goldy and his team analyzed Twitter data from nearly 2.9 million people during the 2017 total solar eclipse. They found that people within the path of totality were more likely to use not only language that expressed awe but also language that conveyed being unified and affiliated with others. That meant using more “we” words (“us” instead of “me”) and more humble words (“maybe” instead of “always”).

“During an eclipse, people have a broader, more collective focus,” Goldy says. “We also found that the more people expressed awe, the more likely they were to use those ‘we’ words, indicating that people who experience this emotion feel more connected with others.”

This connectivity ties into a sociological concept known as “collective effervescence,” Russo and Goldy say. When groups of humans come together over a shared experience, the energy is greater than the sum of its parts. If you’ve ever been to a large concert or sporting event, you’ve felt the electricity generated by a hive of humans. It magnifies our emotions.

I felt exactly that unified feeling in the open field in Glendo, as if thousands of us were breathing as one. But that’s not the only way people can experience a total eclipse.

During the 2008 total eclipse in Mongolia “I was up on a peak,” Russo recounts. “I was with only my husband and a close friend. We had left the rest of our 25-person tour group at the bottom of the hill. From that vantage point, when the shadow came sweeping in, there was not one man-made thing I could see: no power lines, no buildings or structures. Nothing tethered me to time: It could have been thousands of years ago or long into the future. In that moment, it was as if time didn’t exist.”

Giving us the ability to unhitch ourselves from time—to stop dwelling on time is a unique superpower of a total eclipse. In Russo’s work as a clinical psychologist, she notices patterns in our modern-day mentality. “People with anxiety tend to spend a lot of time in the future. And people with depression spend a lot of time in the past,” she says. An eclipse, time and time again, has the ability to snap us back into the present, at least for a few minutes. “And when you’re less anxious and worried, it opens you up to be more attuned to other people, feel more connected, care for others and be more compassionate,” Goldy says.

Russo, who founded Being in the Shadow , an organization that provides information about total solar eclipses and organizes eclipse events around the world, has experienced this firsthand. Venue managers regularly tell her that eclipse crowds are among the most polite and humble: they follow the rules; they pick up their garbage—they care.

Eclipses remind us that we are part of something bigger, that we are connected with something vast. In the hours before and after totality you have to wear protective glasses to look at the sun, to prevent damage to your eyes. But during the brief time when the moon blocks the last of the sun’s rays, you can finally lower your glasses and look directly at the eclipse. It’s like making eye contact with the universe.

“In my practice, usually if someone says, ‘I feel insignificant,’ that’s a negative thing. But the meaning shifts during an eclipse,” Russo says. To feel insignificant in the moon’s shadow instead means that your sense of self shrinks, that your ego shrinks, she says.

The scale of our “big picture” often changes after witnessing the awe of totality, too. “When you zoom out—really zoom out—it blows away our differences,” Goldy says. When you sit in the shadow of a celestial rock blocking the light of a star 400 times its size that burns at 10,000 degrees Fahrenheit on its surface, suddenly that argument with your partner, that bill sitting on your counter or even the differences among people’s beliefs, origins or politics feel insignificant. When we shift our perspective, connection becomes boundless.

You don’t need to wait for the next eclipse to feel this way. As we travel through life, we lose our relationship with everyday awe. Remember what that feels like? It’s the way a dog looks at a treat or the way my toddler points to the “blue sky!” outside his car window in the middle of rush hour traffic. To find awe, we have to surrender our full attention to the beauty around us. During an eclipse, that comes easily. In everyday life, we may need to be more intentional.

“Totality kick-starts our ability to experience wonder,” Russo says. And with that kick start, maybe we can all use our wonderment faculties more—whether that means pausing for a moment during a morning walk, a hug or a random sunset on a Tuesday. In the continental U.S., we won’t experience another total eclipse until 2044. Let’s not wait until then to seek awe and connection.