Abstract

Video-based communication technologies are not new but the practicalities of the global education market have increasingly encouraged its use for a range of educational activities. However, a failure of research to explore the impact of video-based communications beyond superficial, objective efficacy is felt to potentially risk detrimental effects to the user.

Using Network Analysis, the multi-discipline, influencing factors impacting upon the efficacy of video-based communications under emotive circumstances; such as failing placements or interviews, are explored. Factors influencing efficacy were identified from the fields of Psychology, Sociology, Communications Theory, Linguistics, Technology and Logistics.

Using NodeXL, a network of interlinking influencing factors was generated. Degree, Closeness Centrality and Betweenness Centrality metrics were calculated for nodes within the network. Metrics indicated a primary role of Personality Type, Stress and Non-Verbal Cues as key “brokers” within the network and, therefore, fundamental to communications via video link in context.

Discussion around these factors explores pathways of influence and consequently impact upon the user experience. Personality types displaying neuroticism, low conscientiousness and introversion; reliance upon external resources to combat stress and consequent impacts upon non-verbal communications are shown to potentially be risk factors in using video-based communications under emotive circumstances.

The widespread use of video-based technologies as an alternative to face-to-face communications lacks full exploration of impact in differing contexts. This study illustrates the potential to disadvantage individuals, communicating via video-based technology under stressful conditions. Planning for the use of video-based communications to replace face-to-face dialogue may, therefore, require more in-depth consideration prior to implementation.