An Examination of Emotions in the Boston Bombing Twitterverse

Social Network Services (SNS) such as Twitter play an important role in the way people share their emotions or cognitions regarding specific events. Emotions can be spread via SNS and can spur user’s actions. Therefore, managing emotion in SNS is important. In this Research In Progress, we investigate Twitterverse that is associated with event related hazard describing keywords (Explosion, Bomb) and their related emotions in the Boston Bombing context. We compare the results with an exploration of Twitterverse that is not associated with the above hazard describing keywords. A sentiment analysis shows Positive emotion, Discrepancy, Tentativeness, and Certainty had consistent patterns over five days of the Boston Bombing incident. When keywords were excluded, the expressed emotions or cognition were higher than when were keywords included. This paper contributes by examining how emotion and cognition differed across keywords relating to the extreme event

How Emotions Unfold in Online Discussions After a Terror Attack

In the wake of a terror attack, social media is used for sharing thoughts and emotions, accessing and distributing information, and memorializing victims. Emotions are a big part of this, but there is a gap in our understanding on how those emotions evolve and what kinds of social media uses they are related to. Better understanding of the emotional and topical developments of online discussions can serve not only to fill the aforementioned gap, but also assist in developing better collective coping strategies for recovering from terror attacks. We examine what types of conversations unfolded online after the Boston Marathon Bombing and what kinds of emotions were associated with them, accounting for regional differences, and present a process model covering the general trends of such conversations. Although the phases apply to reactions to terror attacks on a general level, there are proximity-based differences to the location of the terror attack

Fear and loathing in Boston: The roles of different emotions in information sharing on social media following a terror attack

Emotions are essential to how we communicate, and online discussions are no exception. As most of the analysis on emotion so far has looked at polarity rather than specific emotions, we do not yet have a full understanding of how different emotions spark different behaviours. This study examines how five different emotions are associated with information sharing in the context of a terror attack both on a large scale and when including geolocation information in the analysis. Contrary to what previous findings suggest, increased fear and contempt levels have a negative relation with increased levels of retweeting. Positive emotion in tweets meant a decrease in retweet rates in the geolocation specific data, but an increase when all tweets were considered

The Effect of Mobile Gamification on Brand Loyalty

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Impoliteness across Online Platforms

Το Ίντερνετ και τα διάφορα μέσα κοινωνικής δικτύωσης συνιστούν ένα χώρο όπου οι χρήστες ασκούν την ελευθερία λόγου συμμετέχοντας σε πολυφωνικές συνομιλίες. Το να έχει κανείς τη δυνατότητα να εκφράζεται ελεύθερα είναι αναγκαίο σε κάθε συνδιαλλαγή, ωστόσο υπάρχει η πιθανότητα να προκαλέσει απειλητική προς το πρόσωπο συμπεριφορά. Πράγματι, η αγένεια δεν λείπει από τη διαδικτυακή επικοινωνία, ιδιαίτερα όταν τα υπό συζήτηση θέματα είναι αμφιλεγόμενα. Η παρούσα έρευνα έχει σκοπό να εξετάσει το λόγο τριών μέσων κοινωνικής δικτύωσης (δηλαδή του Twitter, του YouTube και του Reddit) και να διαπιστώσει εάν τα ιδιαίτερα χαρακτηριστικά του κάθε μέσου επηρεάζουν την αγένεια μεταξύ των χρηστών τους. Για το σκοπό αυτό, επικεντρώνομαι σε ένα θέμα συζήτησης, εκείνο που αφορά τις πυρκαγιές του Ιουλίου 2018 στην Αττική. Χρησιμοποιούνται ποιοτικές αλλά και ποσοτικές μέθοδοι καθώς ο συνδυασμός τους πιστεύεται ότι έχει μεγάλα οφέλη για μια τέτοια ανάλυση. Συγκροτήθηκαν τρία σώματα κειμένων, ένα για κάθε μέσο που μελετάται. Μικρά αλλά αντιπροσωπευτικά δείγματα αναλύθηκαν ποιοτικά σύμφωνα με τις δύο κύριες κατηγορίες αγένειας: εκείνη που προκύπτει από τη χρήση υπονοημάτων, τη συμβατικοποιημένη (τυποποιημένη) αγένεια και τις υποκατηγορίες τους. Επιπλέον, με τη βοήθεια υπολογιστικών εργαλείων, υβριστικές λέξεις-κλειδιά εξήχθησαν και από τα τρία σώματα κειμένων και αναλύθηκαν συγκριτικά. Αυτή η από κοινού ανάλυση αποκάλυψε πως το YouTube εμπεριέχει αρκετή (συμβατικοποιημένη) αγένεια, κάτι που ίσως οφείλεται σε παράγοντες όπως η απουσία οποιουδήποτε συντονισμού, ορίου έκτασης των αναρτήσεων και λεπτομερών προφίλ όπως επίσης η παρουσία των βίντεο ως ερέθισμα για τη συνδιαλλαγή. Το Twitter ακολουθεί δεύτερο όσον αφορά την απειλητική προς το πρόσωπο συμπεριφορά που παρατηρείται μεταξύ των χρηστών του, πιθανότατα λόγω του διττού σκοπού για τον οποίο χρησιμοποιήθηκε, αρχικά για να ενημερώσει και αργότερα για να ασκήσει κριτική, αλλά και λόγω του περιορισμού των αναρτήσεων σε 280 χαρακτήρες, της μόνιμης προβολής των αναρτήσεων ενός χρήστη στο προφίλ του, της απουσίας συντονισμού, της εκτενούς χρήσης της πολυτροπικότητας και άλλων εγγενών παροχών του Twitter όπως είναι για παράδειγμα τα hashtags. Σημαντικά λιγότερη αγένεια παρατηρήθηκε στο Reddit, η φύση του οποίου το καθιστά χώρο που φιλοξενεί κυρίως πολιτισμένο διάλογο. Ο αριθμός των αγενών αναρτήσεων με χρήση υπονοημάτων ξεπέρασε εκείνον των αναρτήσεων με συμβατικοποιημένη αγένεια, εξαιτίας της ύπαρξης έντονου συντονισμού και δημόσιων προφίλ καθώς και εξαιτίας του μεγέθους και της συνεκτικότητας της κοινότητας των χρηστών. Συμπεραίνεται ότι, με βάση τα χαρακτηριστικά τους, τα μέσα κοινωνικής δικτύωσης φαίνεται να προσελκύουν μια συγκεκριμένη βάση χρηστών με ιδιαίτερα κίνητρα και νοοτροπία, στοιχείο που με τη σειρά του διαμορφώνει και την αγένεια που παρατηρείται στα μέσα αυτά.The Internet and the various social media platforms constitute a space where users exercise their right to free speech by participating in polylogues. Being able to speak one’s mind is essential in interactions, though it may provoke face-threatening behavior. In fact, impoliteness is not that rare in online communication, especially when highly contentious issues are discussed. The aim of this work is to examine discourse across three online social media platforms (i.e. Twitter, YouTube and Reddit) and attempt to determine whether the individual features of the platforms have an impact on the amount and form of impoliteness employed by their users. To this end, I concentrate on a single topic, that of the July 2018 wildfires in Attica, Greece. Both qualitative and quantitative approaches are followed since their combination is believed to offer great benefits to any kind of analysis. Three corpora were compiled, one for each of the platforms studied. Small but representative samples of them were qualitatively analyzed on the basis of the two major impoliteness types: implicational and conventionalized, and their subcategories. In addition, swearword keywords were extracted by means of corpus analysis tools and analyzed comparatively across the three corpora. This joint analysis revealed that YouTube involved a great deal of (conventionalized) impoliteness which could be due to factors such as the total absence of moderation, of post length limit and of detailed personal profiles as well as the presence of videos as stimuli for interaction. Twitter was second in terms of the amount of face-threatening behavior observed among its users, probably influenced by the dual purpose of its use, which was initially to inform and later to criticize, the 280-character restriction on tweets, the permanent display of posts on one’s profile, the lack of moderation, the extensive use of multimodality and other inherent Twitter affordances like hashtags. Considerably less impoliteness was found on Reddit, whose forum-like nature makes it a place that mostly invites civil interaction. Implicationally impolite posts outnumbered conventionally impolite ones, perhaps owing to the heavy moderation, the existence of public profiles and the size and coherence of the user community. It is concluded that, due to their characteristics, platforms seem to attract a certain userbase with its own motives and mindset, which in turn shape the impoliteness found within them

An investigation into the use of a microblogging technology in school trips to museums

School trips to museums are an important means of introducing young people to museum collections and may have a long-term learning impact (Falk & Dierking, 1997). At the same time, activities in museum spaces can be challenging for students who are engaged in complex learning processes. The thesis considers the use of a microblogging technology (Twitter) by a Year 9 History class (13-14s) from a secondary school in Milton Keynes during a trip to the Museum of London (http://www.museumoflondon.org.uk/). It draws on the view that mobile technologies can create a continuity of the learning experience despite changes in the physical and social context (Sharples, 2015) and contributes to the body of research on how such technologies can best support young people’s visit experience and extend it beyond the museum. The thesis is informed by sociocultural perspectives of learning with a focus on mediating artefacts in the development of understanding in situated learning activities. It draws on the Contextual Model of Learning which views the visit experience in relation to meaning making and situates this in visitors' personal, physical and sociocultural contexts (Falk & Dierking, 2000). This research employs a case-study methodology and adopts a research design that involved a pre- and post-visit approach. Evidence of students’ activity in the museum and the classroom while using Twitter is considered. The findings are based on video analysis (Ash, 2007), analysis of questionnaires, interviews and personal meaning maps (Falk et al., 1998). Evidence reveals that the use of microblogging reconfigures the museum space by creating an ‘interconnected space’. Evidence also shows that the content generated by the students was ‘designed’ for an audience and offered opportunities for new ways of engagement with objects within the context of a semi-formal visit. The analysis illustrates that prominent practices in the museum were ‘live’ communication, documentation and sharing, while in the classroom the microblogging supported the students to connect to meanings made in the museum by providing prompts for reflection and recollection. Learners were able to weave everyday informal practices related to the use of Web 2.0 technologies with formal museum visiting practices. However, the analysis also points out that learners faced some threats in the continuity of their experience and the development of their trajectories of meaning making as reflected in the three types of visit experience: the ‘focused’, the ‘hybrid’ and the ‘floating’. Drawing on this evidence, the thesis makes a distinction between ‘microblogging as a tool’, ‘microblogging as a space to create, review and share content’ and ‘microblogging as a practice’. The thesis also points to three intertwined areas of consideration for designing learning activities across contexts. These areas include: the technological properties of the tools in use, the types of activity the tools support and specific practices associated with the tools and the contexts. This work essentially contributes to the contemporary discourse around studying ‘seamless learning spaces’ (Chan et al., 2006) and has implications in designing approaches for technology-enhanced learning in museums