加藤 尚吾

<p>In text messaging via mobile devices, many users face pressure to rapidly exchange messages. This study investigates reply speeds in smartphone messaging, focusing on messaging with a read receipt function, which notifies the sender of whether the recipient has read a sent message. Using a questionnaire targeting 213 female college students in Japan, we investigate the time until negative emotions (sadness, anxiety, anger and guilt) which occur while waiting for a reply. The authors also address factors of messaging dependency, and find that negative emotions arise in significantly less time when waiting for a reply to a read message than an unread one. Further, most negative emotions occur significantly earlier in high-dependency groups than in low-dependency groups when waiting for a reply in either status. These effects differed in part depending on the type of emotion and recipient. The authors discuss these findings in the context of reply speed as a nonverbal cue.</p>

<p>In text-based communication, which lacks nonverbal cues, various techniques for expressing communicative intent are now available. Most prominently used are emoticons, emojis, and stickers. Although previous studies have separately examined emoticons and emojis, few have compared their features, and also included comparison with stickers. The authors conducted a survey targeting 300 Japanese young adults to investigate the features of emoticons, emojis, and stickers from the viewpoint of their perceived usefulness. The authors also examined the effects of gender and text-messaging dependency on ratings of the perceived usefulness of these graphical symbols. This study revealed a detailed feature list for each type of symbol. The existence of characteristic roles for each type of symbol is discussed. This study also confirmed the effects of gender and text-messaging dependency on symbol usefulness ratings.</p>

<p>In text-based communication, people can now use not only emoticons and emoji, but also graphical symbols called stickers. This study focused on the use of stickers in text-based communication. A questionnaire asking subjects to individually rate the perceived usefulness of 25 features of stickers was prepared and used in a survey targeting 211 Japanese college students. The authors then explored potential factors in the roles of stickers. The study revealed three potential roles of stickers: “easy transmission of subtle nuances and nonverbal cues,” “abundant and versatile expressions that can be substituted for text messages,” and “changing the topic, flow, or rationale of the interaction.” The authors examined the effects of gender and text messaging dependency on these roles. Results showed significant effects of dependency in all roles, but effects of gender were seen in only “abundant and versatile expressions that can be substituted for text messages.”</p>

In text messaging via mobile devices, many users face pressure to rapidly exchange messages. This article investigates reply speeds in smartphone messaging, focusing on messaging with a read receipt function, which notifies the sender of whether the recipient has read a sent message. The study also considered sender's degree of text-messaging dependency. Using a questionnaire of 317 college students in Japan, the authors investigate the times until negative emotions occur while waiting for a reply. Negative feelings were found to arise more quickly when a message was marked as read and there was no reply. Results indicated that people with greater text-messaging dependency generated stronger negative emotions in a shorter time than those with lower text-messaging dependency.

電子掲示板を用いた不登校児童生徒に対するグループカウンセリングを実施する前段階として電子掲示板使用実践を4回行い, 電子掲示板上での不登校児童生徒のコミュニケーションの特徴を探索的に調べた.投稿を分類した結果, 4つの実践を通して不登校児童生徒のほとんどの投稿が, 「語りかけ」, 「質問」, 「応答」といったコミュニケーションを形作る投稿であった.また, 実践後のアンケートから, 参加した児童生徒は, 電子掲示板使用実践に対して肯定的に感じていたことがわかった.しかし, 負の面として, 他の参加者に荒らし行為であると思われるような投稿, またそのような投稿に対するきつい表現の注意の投稿も見られた.

不登校児童生徒11名を対象に,電子メールカウンセリングを実施し,実施前と後で不登校状態を比較したところ,ほぼすべての児童生徒に改善がみられた.そこで,電子メールカウンセリングが不登校状態の改善に果たした役割を検討した.児童生徒が送信した電子メール文の内容分析の結果,改善の大きかった児童生徒の電子メール文中の「学校・学習関連」,「友達関連」語が,改善の小さかった児童生徒よりも多かった.また,それらは前半に送信した電子メールに比べ,後半に送信した電子メール文中により多かった.保護者へのアンケート及びカウンセラーヘのインタビューから,電子メールカウンセリングのための家庭へのパソコンの導入が家族の共通の話題を生み,家庭内のコミュニケーションが増加したことが分かった.また,インターネットを使って興味の対象を深く調べたり,パソコンを使って自己表現をしたりと,児童生徒の活動方法が広かったことが分かった.