• Asia pacific journal of information systems
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• v.8 no.3
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• pp.119-134
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• 1998

Among several theories to explain how different communication media affect task performance, media richness theory(MRT) is one of the most frequently cited. Recent studies related to the use of communication media, however, have raised the question of the effectiveness of the MRT as a predictor of media choices or of individual effectiveness. The objective of this research is to examine the assumptions of the MRT. MRT proposes that the properties of media are objective in other words, they are inherent and physical attributes recognizable by users. This study experiments on the effects of task characteristics and medium experience on the perceived media richness and social presence. The results of this study did not support the assumptions of the MRT. There was an interaction effects of task characteristics and medium experience on both the perceived media richness and social presence. While the inexperienced computer-mediated communication(CMC) group perceives their medium richer for the unequivocal task, the experienced CMC group perceives their medium equally for the equivocal and the unequivocal task.

• The Mathematical Education
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• v.52 no.2
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• pp.191-201
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• 2013

The theory of embodied cognition assumes that behaviors, senses and cognitions are closely connected, and there is a growing interest in investigating the significance of embodied cognition in the field of mathematics education. This study aims to applicate the embodied turtle metaphor and expressions when students visualize three-dimensional objects. We used MRT(Verdenberg & Kuse, 1978) & SVT for this research and both tests turned out that turtle schemes are useful to the students in a low level group. In addition, students found turtle schemes more useful in SVT which requires constructing three-dimensional objects, than in MRT which requires just rotating the image of three-dimensional objects in their mind. These results suggest that providing students who are less capable of spatial visualizing with the embodied schemes like turtle metaphor and expressions can be an alternative to improve their spatial visualization ability.

• Journal of Arbitration Studies
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• v.19 no.2
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• pp.155-178
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• 2009

The ODR can be categorized into four distinctive types. First type is the asynchronous non-demeanour method. Second type is the asynchronous demeanour method. Third type is the synchronous demeanour method. Fourth type is the synchronous demeanour method. A typical example of the asynchronous and non-demeanour method is e-mail. The example of the synchronous and non-demeanour method is tele conference. The example of the asynchronous demeanour method is video recordings. The example of synchronous and demeanour method is video conference. The primary benefit of e-mail is to avoid the physical violence. But the costs of email is the lack of emotional aspects of disputants. The benefits of tele conference is ease of use, and reduces the negative aspects of face to face communication. but the costs are limitation of the exchange of written information. The benefits of video conference is the approximation of face to face communication by providing oral as well as visual communication. but it is insufficient to represent eye contact. The common limitations of ODR are as follows. First is the lack of human face. Second is the neutrality of arbitrators and mediators. Third is the authenticity of electronic document. Fourth is the digital divide across South and North and generations. Fifth is the cross-cultural communication. The development strategy of ODR is the training and education of arbitrators and mediators in the area of writing skill. Furthermore, it is necessary to supplement the weakness of email via diverse kinds of expressions to show emotions. Finally, it is necessary to train neutrals in the area of cross-cultural communication.

• The Journal of Information Systems
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• v.17 no.4
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• pp.233-260
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• 2008

Universities have recognized e-Learning Systems as the critical IT resources which contribute to improving the competitiveness of the universities as well as the quality of the traditional class-based lectures. Instructors deliver the main contents in the class. Other supplementary activities like online discussions, sharing of teaching-learning materials, submission of homeworks, communication among the learners and between the instructors and the learners, and so on can be efficiently facilitated using e-Learning Systems. In other words, e-Learning Systems enable a blended learning combined class-based lectures and e-learning in a variety of ways. Nonetheless, compared to the level of implementation of e-Learning Systems, the usage of both the instructors and the learners is not high. Accordingly, this study examines the determinants to affect on the usage of e-Learning Systems from the learners perspective. To draw the key determinants, we review the IS literatures related to adoption or use of the IS like Media Richness Theory (MRT), Technology Acceptance Model (TAM), Social Influence Model (SIM), and Self-efficacy Model. The variables are drawn out to be expected on the usage of e-Learning like Media Richness, Ease of Use from MRT, TAM and Instructor's Influence, Co-learner's Influence from SIM, and Self-efficacy. To test our model and hypotheses, we have collected data in the class-based lectures using e-Learning System complementary. The results of the test with 192 data are as follows: Firstly, it shows that the Instructor's Influence and the Media Richness are the influential determinants to affect on the Perception of Usefulness of e-Learning Systems. Additionally, the Co-learner's Influence and Ease of Use in order is significant to the Perception of Usefulness. Secondly, as to the degree of use of the e-Learning Systems, the Co-leaner's Influence, the Media Richness, and the Ease of Use are, in that order, the significant determinants. The Perception of Usefulness, also, founded a key factor on increasing the use of e-Learning Systems. On the other hand, the Instructor's Influence is not significant to the use of e-Learning Systems. Finally, it has been found that Self-efficacy is significant to the Perception of Media Richness, Ease of Use, but not significant to the Perception of Usefulness.