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Description
The heightened ambiguity in text-based banter due to the absence of non-verbal cues can lead to misinterpretations and escalations into perceived bullying. This research explored university students' perspectives of online banter, focusing on the use of graphical cues such as emojis, GIFs, and stickers. The aim was to explore commonly used graphical cues among the age group, along with the interpretation of meanings, and general perceptions of the role graphical cues play in online banter. Five focus groups with university students aged 18-25 (N =32) were conducted, followed by a mixed-methods anonymous survey (N = 168) for comprehensive insights. Using Reflexive Thematic Analysis, the data suggest that participants perceive emojis as facilitators in conveying lighthearted intentions during banter. However, choosing which emojis to use and when to use them requires social understanding, highlighting relational and generational distance. Also, this study found nuanced differences in the use and interpretation of graphical cues within this age group compared to existing literature, particularly in the presence of hidden/multiple meanings attached to emojis, and avoidance of certain graphical cues, such as GIFs, that are considered ‘old-fashioned’. The results further revealed that the graphical cues can blur the lines between humour and harm, providing insights into their potential role in online bullying. Additionally, graphical cues often take on in-group meanings, potentially leading to social exclusion and other psychosocial harm. These findings could be crucial for researchers, educators, and digital platforms aiming to understand the communicative nuances among young people and to create safer online spaces.
Keywords
online banter, online bullying, graphical cues, emojis, university students
| Please indicate what type of scientific contribution it is | Mixed method study |
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| Please also indicate what kind of contribution it is: | Scientific |
