This research was supported in part by a grant from the Digital Equipment Corporation to the second author. The authors gratefully acknowledge the assistance provided by Professor Merrill Ebner of Boston University in this research. The authors also wish to thank Jan Walker, of Digital Equipment Corporation, for her continuing availability to discuss research objectives, methodologies, and results. Address correspondence to John Storck, Boston University, School of Management, 704 Commonwealth Avenue, Boston, MA 02215. E-mail may be sent to jstorckiStiu.edu.
Through a Glass Darkly What Do People Learn in Videoconferences?
Article first published online: 17 MAR 2006
Human Communication Research
Volume 22, Issue 2, pages 197–219, December 1995
How to Cite
STORCK, J. and SPROULL, L. (1995), Through a Glass Darkly What Do People Learn in Videoconferences?. Human Communication Research, 22: 197–219. doi: 10.1111/j.1468-2958.1995.tb00366.x
- Issue published online: 17 MAR 2006
- Article first published online: 17 MAR 2006
Interactive video communication, both in conference rooms and on desktop computers, is becoming an increasingly attractive technology, in large measure for economic reasons. In a longitudinal field study, the authors demonstrate, as have others, positive first-order efficiency effects of this technology. That is, people can achieve the same levels of performance in video interaction as they do in face-to-face interaction. However, the authors also demonstrate some second-order differences between face-to-face and video interaction. They show that the impressions people form of remote others are different from and less positive than the impressions they form of face-to-face others, starting from an equal baseline. The authors also show that people make use of different kinds of information informing their impressions. They frame their results within the context of growing use of interactive video to suggest implications for research and organizational practice.