教學大綱 Syllabus

科目名稱：電腦中介傳播專題

Course Name: Seminar on Computer-Mediated Communication

學年學期：113-1 Fall Semester, 2024
科目代碼：461854001 Course No.461854001

修別：選

Type of Credit: Elective

3.0

學分數

Credit(s)

預收人數

Number of Students

課程資料Course Details

開課單位：國傳碩一、國傳碩二 Course Department:International Master's Program in International Communication Studies/M/1&2
授課老師：侯宗佑 Instructor: HOU TSUNG-YU
先修科目：無Prerequisite(N/A)
上課時間：五D56 Session: fri13-16

課程簡介Course Description

請注意：此門課程將以英語授課，所有的報告與討論也將以英文進行。
Note: This course will be taught in English. All the presentations and discussions will also be in English.

This course explores the fundamental concepts and theories in the field of computer-mediated communication (CMC), emphasizing both traditional computerized systems and recent advancements such as conversational agents (chatbots), AI agents, and robots. Students will gain insights into how CMC influences communication patterns, user experiences, and societal dynamics.

The course consists of these key units:

Introduction to CMC
- Overview of CMC, its history, and significance.
Theories and Methods in CMC
- Key theories and research methods used in CMC.
Verbal vs. Non-Verbal Communication in CMC
- Role of verbal vs. non-verbal cues in digital communication.
Collaborative Work in CMC
- Dynamics of collaborating across space and distance.
Advanced CMC Technologies
- Impact of AI, chatbots, and robots on communication.

核心能力分析圖 Core Competence Analysis Chart

能力項目說明

課程目標與學習成效Course Objectives & Learning Outcomes

Upon completion of the course, students will

Develop a theoretical comprehension of Computer-Mediated Communication (CMC) and become acquainted with both prevalent and emerging CMC tools through readings and detailed class discussions of essential articles in the field.
Learn how CMC researchers carry out their investigations by engaging in a series of activities that involve examining CMC phenomena, writing concise reports on their findings, and providing in-depth presentations about their papers.
Achieve an in-depth understanding of a specific area of CMC and acquire basic teamwork and research skills through their team research project.

每周課程進度與作業要求 Course Schedule & Requirements

教學週次Course Week	彈性補充教學週次Flexible Supplemental Instruction Week	彈性補充教學類別Flexible Supplemental Instruction Type
16+2週16+2 weeks	第 17 週 Week 17	自主總整學習Capstone self-learning
16+2週16+2 weeks	第 18 週 Week 18	自主總整學習Capstone self-learning

Week	Topic	Content and Reading Assignment	Teaching Activities and Homework
1	Introduction and course overview		IRB Training
2	Theories and Methods	Whittaker, S. (2003). Theories and methods in mediated communication: Steve Whittaker. In Handbook of discourse processes (pp. 246-289). Routledge. Carr, C. T. (2020). CMC is dead, long live CMC!: Situating computer-mediated communication scholarship beyond the digital age. Journal of Computer-Mediated Communication, 25(1), 9-22.	Lecture Discussion Grouping for class lead Grouping for research projects
3	Conversational Structure	Holtgraves, T. M. (2002). Conversational Structure. In T. M. Holtgraves, Language as Social Interaction (pp. 89-120). Mahwah, NJ: Lawrence Erlbaum Associates.	Lecture Discussion
4	Conversational Grounding	Clark, H. H. & Brennan, S. E. (1991). Grounding in communication. In L. B. Resnick, R. M. Levine, & S. D. Teasley (Eds.). Perspectives on socially shared cognition (pp. 127-149). Washington, DC: APA. Gergle, D., Kraut, R. E., & Fussell, S. R. (2013). Using visual information for grounding and awareness in collaborative tasks. Human–Computer Interaction, 28(1), 1-39.	Lecture Discussion
5	Non-Verbal Communication: Gaze and Gesture	Hall, J. A., Horgan, T. G., & Murphy, N. A. (2019). Nonverbal communication. Annual review of psychology, 70(1), 271-294. Fussell, S. R., Setlock, L. D., & Kraut, R. E. (2003, April). Effects of head-mounted and scene-oriented video systems on remote collaboration on physical tasks. In Proceedings of the SIGCHI conference on Human factors in computing systems (pp. 513-520). Kirk, D., Rodden, T., & Fraser, D. S. (2007, April). Turn it this way: grounding collaborative action with remote gestures. In Proceedings of the SIGCHI conference on Human Factors in Computing Systems (pp. 1039-1048).	Group Activity Discussion
6	Culture, Language & CMC	He, H. A., Yamashita, N., Hautasaari, A., Cao, X., & Huang, E. M. (2017, February). Why did they do that? Exploring attribution mismatches between native and non-native speakers using videoconferencing. In Proceedings of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing (pp. 297-309). Wang, H. C., Fussell, S., & Cosley, D. (2013, February). Machine translation vs. common language: Effects on idea exchange in cross-lingual groups. In Proceedings of the 2013 conference on Computer supported cooperative work (pp. 935-944).	Group Activity Discussion
7	Collaborating Across Space and Distance	Cramton, C. D. (2001). The mutual knowledge problem and its consequences for dispersed collaboration. Organization science, 12(3), 346-371. Stoll, B., Reig, S., He, L., Kaplan, I., Jung, M. F., & Fussell, S. R. (2018, February). Wait, can you move the robot? Examining telepresence robot use in collaborative teams. In Proceedings of the 2018 ACM/IEEE International Conference on Human-Robot Interaction (pp. 14-22).	Group Activity Discussion
8	Informal Communication	Kraut, R. E., Fish, R. S., Root, R. W., & Chalfonte, B. L. (1990, February). Informal communication in organizations: Form, function, and technology. In Human reactions to technology: Claremont symposium on applied social psychology (Vol. 145, p. 199). Nardi, B. A., Whittaker, S., & Bradner, E. (2000, December). Interaction and outeraction: Instant messaging in action. In Proceedings of the 2000 ACM conference on Computer supported cooperative work (pp. 79-88).	Group Activity Discussion
9	Team Projects: Midterm Presentation	See Evaluation Criteria for details.	Group Activity Discussion
10	Social Network	Naaman, M., Boase, J., & Lai, C. H. (2010, February). Is it really about me? Message content in social awareness streams. In Proceedings of the 2010 ACM conference on Computer supported cooperative work (pp. 189-192). Morris, M. R., Teevan, J., & Panovich, K. (2010, April). What do people ask their social networks, and why? A survey study of status message Q&A behavior. In Proceedings of the SIGCHI conference on Human factors in computing systems (pp. 1739-1748). Lee, Y. H., & Hsieh, G. (2013, April). Does slacktivism hurt activism? The effects of moral balancing and consistency in online activism. In Proceedings of the SIGCHI conference on human factors in computing systems (pp. 811-820). Burke, M., Marlow, C., & Lento, T. (2009, April). Feed me: motivating newcomer contribution in social network sites. In Proceedings of the SIGCHI conference on human factors in computing systems (pp. 945-954).	Group Activity Discussion
11	Livestreaming	Tang, J. C., Venolia, G., & Inkpen, K. M. (2016, May). Meerkat and periscope: I stream, you stream, apps stream for live streams. In Proceedings of the 2016 CHI conference on human factors in computing systems (pp. 4770-4780). Hilvert-Bruce, Z., Neill, J. T., Sjöblom, M., & Hamari, J. (2018). Social motivations of live-streaming viewer engagement on Twitch. Computers in Human Behavior, 84, 58-67.	Group Activity Discussion
12	Conversation agents, AI agents and Robots	Mutlu, B., Yamaoka, F., Kanda, T., Ishiguro, H., & Hagita, N. (2009, March). Nonverbal leakage in robots: communication of intentions through seemingly unintentional behavior. In Proceedings of the 4th ACM/IEEE international conference on Human robot interaction (pp. 69-76). Lee, Y. C., Yamashita, N., Huang, Y., & Fu, W. (2020, April). " I hear you, I feel you": encouraging deep self-disclosure through a chatbot. In Proceedings of the 2020 CHI conference on human factors in computing systems (pp. 1-12). Hohenstein, J., & Jung, M. (2020). AI as a moral crumple zone: The effects of AI-mediated communication on attribution and trust. Computers in Human Behavior, 106, 106190.	Group Activity Discussion
13	Team Projects: In-class Data Collection	This class is reserved for conducting research and collecting data from peers. Each student should participate in each other’s projects as much as possible. Research plan/protocol must be approved by the professor or TA in advance.	Group Activity
14	CMC in Different Populations	Herring, S. C. (2000). Gender differences in CMC: Findings and implications. Computer Professionals for Social Responsibility Journal, 18(1), 0. Feuston, J. L., & Piper, A. M. (2019, May). Everyday experiences: small stories and mental illness on Instagram. In Proceedings of the 2019 CHI conference on human factors in computing systems (pp. 1-14). MacLeod, H., Bennett, C. L., Morris, M. R., & Cutrell, E. (2017, May). Understanding blind people's experiences with computer-generated captions of social media images. In proceedings of the 2017 CHI conference on human factors in computing systems (pp. 5988-5999).	Group Activity Discussion
15	CMC and Society	Stieglitz, S., & Dang-Xuan, L. (2013). Social media and political communication: a social media analytics framework. Social network analysis and mining, 3, 1277-1291. Kitchens, B., Johnson, S. L., & Gray, P. (2020). Understanding echo chambers and filter bubbles: The impact of social media on diversification and partisan shifts in news consumption. MIS quarterly, 44(4). Enli, G. (2017). Twitter as arena for the authentic outsider: exploring the social media campaigns of Trump and Clinton in the 2016 US presidential election. European journal of communication, 32(1), 50-61.	Group Activity Discussion
16	Team Projects: Final Poster Session	See Evaluation Criteria for details.	Group Activity Discussion
17	Flexible week—Preparing for Final Report	See Evaluation Criteria for details.
18	Flexible week—Submitting Final Report	See Evaluation Criteria for details.

* This syllabus is developed with reference to Professor Susan Fussell's courses at Cornell University (USA): Computer-Mediated Communication Seminar and Language and Technology.

授課方式Teaching Approach

20%

講述 Lecture

40%

討論 Discussion

40%

小組活動 Group activity

數位學習 E-learning

其他： Others:

評量工具與策略、評分標準成效Evaluation Criteria

The total score of 100 points will be the accumulation of these activities:

Leading a class (20%): Each student will lead one class over the course of the semester. (Students may form a team to co-lead. I will decide the size of the teams in the first week.) The class lead(s) will be responsible for the assigned readings and, in addition, selecting 1-2 additional articles for students to read that apply concepts from that week’s readings to current work in computer-mediated communication, social media, human-computer interaction (HCI), or a related area. Readings must be assigned to the rest of the class a week in advance. During the class session, the student(s) will be the class lead(s) to lead the discussion. The class lead(s) are encouraged to include multiple activities and up-to-date examples (such as short videos, memes, recent popular SNS posts) to facilitate the discussion.
Online Discussion (20%): Each week (except for Week 1, team project presentation, team project data collection, and poster sessions), students are expected to post comments on the topic in the online forum set up for that week. Each post should include (a) a short description of one surprising or interesting point from the readings assigned for that week, something you did not know before or had not thought deeply about; and (b) some implications of this interesting point for your own research or experience. Posts should be about 150-300 words and must be completed by 10 PM one day before the class to receive credit (1.5% per week).

Students should also comment on two other student's posts before class to receive full credit (another 0.5% per week).

Each student is allowed to miss two weeks without any need for explanation, but no late submission will be accepted. If a student misses more than two assignments, no excuses will be accepted for the additional misses.
Team research Projects (46%): Students will work in teams to conduct a research project on a CMC topic.

Students are expected to work on:
- Midterm presentation (12%): Students will present their research topic and introduce key previous studies (at least 4) in the area of their paper. The presentation should be between 8-12 minutes, followed by 5 minutes of Q&A.
- Final Report (22%): Students will write a report of the project using standard report-writing style (e.g., introduction, hypotheses, method, results, discussion). The research report should be 10-15 pages, double spaced, excluding tables and figures.
- Final Poster Session (12%): Each research project team will present its research and results to the class via a short oral presentation and a poster. Further details will be provided later in the semester.
Class participation (14%): Students are expected to prepare for each class by reading and taking notes on the assigned readings and participating actively in class discussions. Students may be called on to summarize the major arguments, strengths, weaknesses, or problems in any assigned reading.

Each student is allowed to miss two classes without any need for explanation. However, if a student misses more than two classes, no excuses will be accepted. Also, students should not miss their own class leading, team project presentation, or the poster session.
Bonus (2%): Participating in any user studies related to communication, design, psychology, and human-computer interaction at NCCU will lead to +0.5 of the final semester points. Students can participate in up to 4 studies. (If a study takes more than 30 minutes, it counts as 2 studies.)

Note: Use of generative AI is encouraged in this course. However, students must briefly explain at the end of each assignment whether and how they used AI. Failing to do so will result in a score of 0 for that assignment.

指定/參考書目Textbook & References

The extra readings will be assigned in class by the class leads.

已申請之圖書館指定參考書目圖書館指定參考書查詢 |相關處理要點

書名 Book Title	作者 Author	出版年 Publish Year	出版者 Publisher	ISBN	館藏來源*	備註 Note

課程相關連結Course Related Links

課程附件Course Attachments

課程進行中，使用智慧型手機、平板等隨身設備 To Use Smart Devices During the Class

需經教師同意始得使用 Approval