CHAPTER 2

Review of Related Literature

2.1 Social Media

Social media refers to use of wet-based and mobile technologies to turn communication
into an interactive dialogue. It is a group of internet-based applications that build on the
ideological and technological foundations of Web 2.0, and that allow the creation and exchange
of user-generated content. (Andreas Kaplan and Michael Haenlein).
Kietzmann et al. (2011) contend that social media presents an enormous challenge for
firms, as many established management methods are ill-suited to deal with customers who no
longer want to be talked at but who want firms to listen, appropriately engage, and respond. The
authors explain that each of the seven functional building blocks has important implications for
how firms should engage with social media. By analyzing identity, conversations, sharing,
presence, relationships, reputation, and groups, firms can monitor and understand how social
media activities vary in terms of their function and impact, so as to develop a congruent social
media strategy based on the appropriate balance of building blocks for their community.
Social media broadly includes blogs, usergenerated videos and pictures, social
networking sites, message boards, and wikis (Li and Bernoff, 2008). Ninetythree percent of
American teens use the Internet, and 64 percent have taken part in these activities (Lenhart, et
al., 2007). boyd and Jenkins (2006) describe the motivation of these younger, technologysavvy
individuals as, looking for ways to leave their mark on the world and they are seeking places
where they can socially interact with minimal adult interference.
Social media are a challenge to research with either computermediated communication
theory (CMC) or mass communication theory; CMC tends to differentiate by task or examine
specific technologies, while traditional distinctions of mass or interpersonal communication
have restrictive connotations of directionality and audience size. Similarly, traditional distinctions
of innovation adoption, such as high technology users or early adopters, do not capture
meaningful comparisons across groups of technologies. Rogers (1995) concept of the
technology cluster (part of innovation diffusion theory) provides a flexible way to examine

motivation for adoption and use based on perceived useful qualities, similar to the technology
acceptance model (Davis, 1989) or the uses and gratifications perspective (Katz, et al., 1973).

2.1.1 Social Networking Sites

One of the fastest growing and most popular of such sites is the social network. It is
dened as a web-based service that allows individuals to: (1) construct a prole within an
organized framework; (2) generate a list of other users with whom they share a connection; and
(3) navigate their own list of connections and view those made by others within the system
(Boyd & Ellison, 2007).
Typically, the social network is utilized to sustain existing offline relationships or support
offline connections, as opposed to meeting new people. These relationships may be based on
frail ties, but typically there is some common offline connection among individuals(Ellison,
Steineld, & Lampe, 2007). According to Amichai-Hamburger (2002), personality is a leading
factor in understanding why people behave the way they do on the Internet. This link between
personality and Internet use has been demonstrated using a number of different personality
theories, among them those of extroversion and neuroticism (Hamburger & Ben-Artzi, 2000).
They found that extroverted participants who frequently surfed nostalgic websites, made greater
use of the social services found on the net, as compared with introverted subjects who used a
lot nostalgic websites. (Amichai-Hamburger, Kaplan, and Dorpatcheon ,2008).
Social networking sites have added entirely new meanings to interpersonal
interaction and community. It is the interplay between internet and real life communication and
its subsequent effect on interpersonal relationships. Popular social networking websites such as
Facebook have bundled many of the internet communication standards such as e-mail, forums,
and instant messaging into one resource. However, its usage has become a staple activity in a
young adults life. While it varies slightly among gender and race groups, overall, young adults
(college aged) who have internet access use Facebook regularly for some type of social
contact. With this mass assimilation into daily life, it has already begun to change the way in
which interpersonal relationships are defined. It is one of the, if not the top medium for young
adults to scope out and research potential partners. With Facebook playing a large
role in many romantic relationships, its important to see how this will continue to shape

interpersonal communication in the future. The importance of this research proposal is

to look at how Facebook is an extension of real life.
Social Networking Sites also have negative effects in offline relationships. Some
things found in the site can lead to misinterpretation for some people. Because of online
messaging or comments that are visible to everyone in the friends list of a user, an
offline relationship can be affected or destroyed due to fights that will happen. For
example, a jealous boyfriend saw a comment from a mysterious boy posted on the wall
of his girlfriend that says intimate words, because of this, the relationship between the
girl and his boyfriend can be broken. Another negative effect is, because of posting
comments on the wall of a user became much easier, it will also be effortless for other
people to spread rumors and gossips that can destroy a life of an individual.
As a larger percentage of communication moves into the digital arena, we will
see a general weakening of ties between people. This weakening will be less pervasive
among a persons closest circle of friends and more obvious among lesser friends, as
digital communication will become the primary mode of communication in these
relationships.
This aims to discover how far Facebook is used to define, cultivate, and maintain
real life interpersonal romantic relationships. Through looking at previous research on
Facebook, online romantic relationships, and disclosure through internet
communication, we will see what direction research needs to go to find valid
conclusions on the interplay of real life and Facebook in the development of
interpersonal romantic relationships. Internet based communication has been
incorporated into the development of interpersonal relationships. Likewise, as popular
social networking sites MySpace and Facebook have cropped up over the years,
affecting the way in which people communication, so has limited research on the social
mediums. It was found that 28% of the students in the study had been deceptive in their
internet communication. The students were found to do this through both direct
communication using the wall post and private message features as well as indirectly by
the viewing of others profiles. While Facebook is used to cultivate old and new
relationships, it is also used by students in romantic relationships to display and check
the status and commitment of their relationship. When people write and develop their

profile, choose their profile picture, and publicly write on other users Facebook walls,
Research has shown that when college aged males posted information about culturally
negative moral behaviors (partying, sexism, etc.) that they were participating in on other
users walls. their perceived attractiveness went up. However, when females did it,
their attractiveness went down.
In the area of romantic relationships, no Facebook research has looked at how
much real life interaction is required before a potential romantic partner is not seen as a
stalker or in any kind of negative light. Since internet usage is directly related to
psychological well-being, relationships, and the identity of self, it is of interest to note
that there is a positive relationship between measures of internet usage and loneliness.
No research has looked into how lonely or desperate a Facebook user is when trying to
find a potential romantic partner. Matsubas research has shown that real life
relationships are looked at as more real in the negative and positive dimensions of
personal qualities, while internet only relationships were less extreme. If real life
relationships are seen as more real and Facebook is an online medium of communication for
those real life relationships, then research needs to look at how far Facebook defines the
romantic relationships.
Research has found that those who use the internet to create and maintain a secondary
romantic relationship in addiction to a real life one showed higher levels of relational certainty
and high expectations of future interaction with their online partners. Its also been found that
time spent online and positive views of the internet lead to a more favorable view of online
romantic relationships. Therefore, theres a possibility that personal romantic beliefs are used
more for a conventional relationship than an online-only relationship. While these studies have
little relevance to the cultivation of a real life romantic relationship through Facebook, it is
important to see the connections and disconnects between real life and internet life. This needs
to be developed further to see how much Facebook is used in the initial stages of romantic
relational development compared to usage when the partners have a highly developed real life
relationship. Some study found individuals who reported high levels of social and/or dating
anxiety were not more likely to use the internet to make online relationships than those who
reported lower levels of social or dating anxiety. However, the research did show that certain
online media (particularly webcams) are more likely to be used by people with social and dating
anxiety symptoms, than those with less. This could play into new research about whether

certain features of Facebook are used more so in romantic relational development by

social and dating anxious than other features.
According to WebCredible social networks provide encouragement and support;
establish identity with others and fulfil the need to feel included; provide the outlet for
some people to establish their need for recognition, social status, control or leadership;
provide the necessary control over aspects of lives for those who don't want to be
leaders; help establish friends, relationships and the opportunity to interact with others.
Conversely, introverted adolescents used online communication to compensate
for their lacking of certain social skills. However, along with these characteristics came a
stronger motivation to talk online, resulting in more online based friendships. It is
interesting to note that the introverts use the internet to compensate for their lack of
social skills. The studies show how important a users perception of internet communication
affects their levels of self disclosure. Interpersonal trust is found online through how much the
users perceive the other person to be telling the truth. However, with Facebook interaction,
things could be different. Research needs to look into how knowing someone directly could
directly affect the way in which disclosure, empathy, and trust is built through Facebook. We
also see an entirely new set of internet based non-verbal forming. While there have been
numerous studies on internet based communication concerning romantic relationships, self
disclosure, and social networking, this research proposal takes it a step further to look at the
social utility of Facebook and the subsequent interplay of real life and on-line life in defining
interpersonal romantic relationships.
According to Vitak (2008), there are some reasons why an individual uses a
social networking site. The first reason is for them to meet strangers and become
friends with them. This type of relationship is what we call a weak interpersonal
relationship. The majority of respondents of her research paper (57%) said they were
initially introduced to those friends through mutual friends, which increases the
likelihood of such relationships developing into strong ties. On the other hand,
responses to a separate question overwhelmingly support the hypothesis. While a
significant portion or respondents said they have at least a few online-online friends,
85% said they do not communicate with the majority of their online-only friends, and just
one respondent said that he/she considered those friends as a strong tie. Through

social networking sites like facebook, the user tends to maintain his weak interpersonal
relationship with his online friends because of an easy communication. He can use
private messaging, chat rooms, and other method of communicating provided by the
website. On the otherhand, a strong interpersonal relationship with his offline friends needs time
and effort to be maintained.
Social networking sites is a tool for person to keep in touch with his distant friends by
following their updates, sending a message or posting commentsusers have a quick and easy
way to stay connected thus keep the relationship healthy when they are too busy to commit
more time to face-to-face interaction (Vitak, 2008).
Social networks represent one of three types of cyber communities (besides chat
systems, such as instant messaging, and blogs; Coley, 2006). The main purpose of social
networks is making new friendships or to maintain those that already exist.
Online social networks encompass online dating sites, as well as popular social
networking websites like MySpace, Xanga, Live Journal, and Facebook. The difference between
chat rooms and social networking sites is that the majority of communication in online social
networks takes place asynchronously and within the network of friends that the user has
established (Ellison, Steinfield, & Lampe, 2007). Social network sites can be oriented toward
workrelated contexts (e.g., LinkedIn.com), romantic relationship initiation (e.g., Friendster.com),
or connecting those with shared interests, such as music or politics (e.g., MySpace.com).
The Pew Research Center (2007) found that the internets major benefit is in helping
people tap into social networks. One of these networks is Facebook, an internet site created in
February 2004 by Mark Zuckerberg, a Harvard undergraduate student. Facebook enables its
users to present themselves in an online profile, accumulate friends who can post comments
on each others pages, and view each others profiles. Facebook members can also join virtual
groups based on common interests, see what classes they have in common, and learn about
others hobbies, interests, tastes, and romantic relationship statuses through
the profiles (Ellison et al., 2007).

2.1.2 Mobile Phones

A mobile phone (also known as a cellular phone, cell phone and a hand phone) allows
calls into the public switched telephone system over a radio link. Mobile phones are particularly
powerful communication tools because of their mobility, accessibility, and convergence (Ling 1619; Ito 14-15; Katz and Aakhus 303). These characteristics of mobile phones do not in and of
themselves bring about any particular changes in dating and pornography, but they may
facilitate changes already underway (Barendegt 7-9; Barker 9).
Within the burgeoning literature on the everyday and innovative uses of cell phones and
mobile technologies, there is a concentration of detailed statistical or ethnographic data on
those who are young or middle-aged (Ito, 2005; Caronia and Caron, 2004; Thulin & Vilhelmson,
2007).

2.1.3 Facebook Use

Facebook use was measured as the amount of Facebook use and the duration of
Facebook use (Rubin, 1993), as well as the frequency of logging into ones account and of
updating the Facebook profile.
Coley (2006) says that most students use Facebook for fun, to organize parties, and to
find dates. They like the opportunity to find others with similar interests, students with
whom they are in class together, and with whom feel a sense of community and connectedness.
Another motive for Facebook use is that students are already online, and checking Facebook
thus becomes a routine matter. According to the Pew Research Center (2007), young
adults who have grown up with personal computers, cell phones, and the internet (Generation
Next) use social networking sites like Facebook, MySpace, and MyYearbook to make new
friends and stay close to old friends and family. They are the Look at Me generation who post
personal profiles with photos online. Previous research, however, has mostly been theory-free
and has not systematically considered motives underlying media use as they have been studied
in the context of, for instance, the uses and gratifications approach.
2.1.4 Personality and Social Networks

Hamburger and Ben-Artzi (2000) suggested that Internet use is related to personality.
They demonstrated that on the Internet the poor can get richer, namely, that introverts can
compensate themselves for the difficulties they experience in offline social interactions
(see also Amichai-Hamburger et al., 2002).
According to Amichai-Hamburger (2002), personality is a leading factor in understanding
why people behave the way they do on the Internet. Since the net, by its very nature, is
powered by human interaction, it follows that we cannot understand the workings of the Internet
without understanding the personalities of those who surf it (see also Amichai-Hamburger,
2005). This link between personality and Internet use has been demonstrated using a number of
different personality theories, among them those of extroversion and neuroticism (Hamburger &
Ben-Artzi, 2000); need for cognition (Amichai-Hamburger, Kinar, & Fine, 2007; Kinar & AmichaiHamburger, 2008); need for closure (Amichai-Hamburger, Fine, & Goldstein, 2004) and
sensation seeking (Lin & Tsai, 2002).
The relationship between personality and social networking was previously noted in a
study of nostalgic websites carried out by Amichai-Hamburger, Kaplan, and Dorpatcheon
(2008). They found that extroverted participants who frequently surfed nostalgic websites, made
greater use of the social services found on the net, as compared with introverted subjects who
used a lot nostalgic websites. However, introverts who did not use nostalgic websites were
found to use the social services on the net more than those extroverts who did not use the
nostalgic websites.
Amichai- Hamburger and his colleagues suggested that when surfers
foremost behavior on the net is surfing nostalgic websites where they interact with former offline
friends, their pattern of social interaction offline is transferred to their behavior online. In this
way, extroverts retain their offline social dominance when they are online. This is consistent with
the rich-get-richer theory (Kraut et al., 1998).
Conversely, among people who do not surf nostalgic websites and whose Internet
behavior is more explorative, introverts are more likely to use the Internet as a compensative
environment and this, in turn, may lead them to become more socially dominant on the net as
compared with extroverts. This is consistent with the-poor-get-richer theory (Hamburger & Ben-

Artzi, 2000). It seems logical to assume that the behavior observed among users of Facebook,
i.e., the transference of old friends from their offline world to online, demonstrates the
dominance of extroverts.
The Five-Factor Model (FFM) is a broad classification of personality traits. The model
separates the human personality into a series of five dimensional traits (Costa & McCrae, 1992).
The first trait, neuroticism, reflects a persons tendency to experience psychological distress and
high levels of this trait are associated with a sensitivity to danger. Extraversion, the second trait,
reflects a tendency to be sociable and able to experience positive emotions. The third factor,
openness to experience, represents an individuals willingness to consider alternative
approaches, be intellectually curious, and enjoy artistic pursuits. Agreeableness, the fourth
factor, is another aspect of interpersonal behavior, reflecting a tendency to be trusting,
sympathetic, and cooperative. The fifth dimension, conscientiousness, reflects the degree to
which an individual is organized, diligent, and scrupulous.
The FFM has been applied in a number of recent studies assessing the Internet
environment. For example, Guadagno, Okdie, and Eno (2008) employed it in their study of
blogs. They found that people who are high in openness and high in neuroticism are likely
to be bloggers. Additionally, the neuroticism relationship was moderated by gender indicating
that women who are high in neuroticism are more likely to be bloggers as compared with those
low in neuroticism, whereas no differences were found for men.
These results indicate that personality factors impact on the likelihood of being a blogger
and have implications for understanding who blogs. Amichai-Hamburger et al. (2008) also
employed the Five-Factor Model when they assessed the personality profile of Wikipedia
contributors. Their results revealed significant differences between Wikipedia members and
non-Wikipedia members with regard to the factors of agreeableness, openness, and
conscientiousness.
These were found to be lower for the Wikipedia members as compared with nonWikipedia members. Ross et al. (2009) suggested that Facebook use is related to personality.
Using a Five-Factor Model personality questionnaire, they examined behavior on Facebook as
reported by users. Their first five predictions pertained to the relationship between behavior and
the users personality. They predicted that:

1. Due to their greater tendency to be sociable, individuals who scored higher on the trait of
Extraversion would (a) demonstrate more frequent use of Facebook; (b) make greater use of
Facebook components for communication: (c) have more Facebook friends; and (d) belong to
more Facebook groups.
2. It was predicted that individuals who scored higher on the trait of Neuroticism would be more
willing to share personallyidentifying information on Facebook, spend more time on Facebook,
and be less likely to use private messages, since they would be seeking to receive social
support through Facebook.
3. People with an ability to engage in caring and meaningful interpersonal offline relationships
and who scored higher on the trait of agreeableness were expected to have greater numbers
of Facebook friends on their profile.
4. Those with a tendency to be curious and desirous of exploring new activities, who scored
higher on the trait of openness to experience, were expected to be more willing to use
Facebook as a communication tool and to use a greater number of components, resulting in
greater knowledge of Facebook features.
5. Individuals who scored higher on the trait of Conscientiousness and who placed great
importance on fulfilling their obligations and meeting deadlines were expected to demonstrate a
more limited use of Facebook activities.
The results reported by Ross et al. (2009) gave partial support to the link between
individual personality and Facebook behavior. The researchers did not find any significant
connection between Facebook behavior and the personality factors of agreeableness and
openness (Hypotheses 3 and 4). However, they did find a partial link between behavior on
Facebook and the traits of extroversion, neuroticism, and conscientiousness.
It is important to point out that, although there was a strong basis for Ross et al.s (2009)
predictions, we suggest that a more effective research method would be to examine the way
people build their profile on Facebook instead of relying on self-report questionnaires. This
would have provided a more objective criterion than asking users about their individual behavior
on Facebook, since these self-reports are likely to be influenced by social desirability.

We would, therefore, suggest replicating Ross et al.s assessments using the Facebook
profiles which are less prone to bias. We concurred with all of Ross et al.s (2009) predictions,
except their final one. In the case of prediction number 5, in contrast to Ross et al.s prediction,
we suggest that, in fact, individuals who scored higher on the trait of conscientiousness will
reveal a larger number of friends. This is because conscientiousness involves high-target
orientation which, in the context of the Facebook environment, involves striving for a greater
number of friends.
2.1.4.1 Computer Anxiety

Computer anxiety was negatively correlated and computer selfefficacy was positively
correlated with both informationseeking and downloading technology clusters. These data
indicate that onetoone and manytomany technologies are relatively easy to use and finding
information and downloading media may be activities that are more accessible to computer
savvy individuals. Onetomany and manytomany technologies are relatively easy to use,
and do not cause anxiety or require particularly strong computer skills. Manytomany
technologies may be easier to use and less imposing than download or informationseeking
technologies, which may be more complex. Torrents, one form of peertopeer downloading
particularly popular for sharing movies and programs, is relatively complex and requires
downloading a program, setting up of the program, retrieving of a separate torrent file for each
download, and possibly setting up a router to allow for certain ports to remain open. Similarly,
informationseeking technologies such as Google present a host of choices for users to
evaluate, which may be imposing for those not well versed in how to use them. As pertains to
marketing, the lack of correlation between both onetoone and manytomany technologies
with computer selfefficacy or computer anxiety means that companies may use these social
technologies without fear of alienating mainstream teens.
Although not explicitly examined, other studies reveal the declining number of young
newspaper readers (Li, 2006) and consumers of realworld music products (NPD Group, 2008),
while amateurproduced content increases (Jenkins, 2006). This relationship is likely the next
chapter of evolution in mass media, a demassification that represents an evolution in media.
Social media such as SNSs are a launching platform as well as advertising base for music,
video, and games. These media are completely unlike traditional programming, built for young,

hightech demographics with short attention spans. Several actors and shows have started
online, propagated through SNSs, and eventually secured cable television shows. Tila Tequila, a
popular MySpace member who is a model and music producer, crossed over into traditional
media by way of A Shot at Love with Tila Tequila. This reality dating show on MTV received
high ratings, and has run for two seasons.
Other attempts at crossing over from the Internet have been less longlived. Quarterlife,
an online video series with an integrated social network site produced by Marshall Herskovitz
and Ed Zwick, premiered on MySpace in late 2007. Its buzz, combined with a dearth of new
shows due to the screen guild writers strike, led to it being picked up by NBC. It was the first
Webbased show to cross over to television. According to Nielsen, 3.2 million viewers watched
Quarterlifes premiere television debut on par with Tila Tequila. But for NBC these numbers
did not equate to a success, and led to the show being immediately pulled (Goldstein, 2008).
The Hollywood Reporter described the ratings for the show as the worst in 17 years for its time
slot (Hibberd, 2008) and the future of the costly Quarterlife site itself is unclear.
Understanding what other media SNS members are attracted to and why, and the extent
to which consumers will follow shows across media, will help prevent such missteps in the
future. The light and fluffy fare of Tila Tequila played well on MTV for their demographic, which
likely included extroverted, selfdisclosure friendly MySpace members. By contrast, critics and
fans greeted Quarterlifes move to NBC by contrast with skepticism, if not outright hostility.
There was a mismatch with theme, venue, and demographics, and Quarterlife failed as
primetime material; the comparatively dramatic and serious 20something intrigue of blogs,
flings, and ennui was not able to cross over. Another possibility was that there was simply no
reason for early adopters to watch a show that had already premiered on their preferred
medium.
Regardless, the lesson here is that careful consideration must be paid to sequencing of
transmedia experiences with anything less wellfunded than a shotgun approach (e.g., the
video game, Internet, and movie franchise based on the Matrix trilogy).

2.1.5 Online Resources

The Theory of Online Learning as proposed by Anderson (2004), argues that effective
learning environment affords many modalities of interactions between the three macro
components namely students, instructors and content (Anderson, 2004). Anderson and Garrison
(1998) present the six typologies of interactions namely student-student, student-instructor,
student-content, instructor-instructor, instructor-content and content-content interactions that
serve as the basis of educational process in online learning environment.
These interactions are described as critical to effective learning and take place when the
learning environment is learner-centered, knowledge-centered, assessment-centered, and
community-centered (Anderson, 2004). Interactivity has been considered as central tenet to the
concept of online learning theory. Using online instructional tools provide unique opportunities
for the instructor to engage students in various activities and offer a new dimension for
interaction active and higher-order.
It changes the way students interact, motivating them to be more attentive and
participative, and encourages the process of learning. The role of instructor in facilitating
discourse becomes decisive to overcome restrictions due to individual characteristics (e.g.
personality traits) and lead to enhanced communications.
Additionally, students have to demonstrate strong internet efficacy for active participation
and interaction. Using online resources expand the opportunities for students to reflect upon
their thinking and experience the discourse with other students and instructor. It individualizes
their learning experience facilitating development of deep level learning and new knowledge
structures (Anderson, 2004, p. 37). The asynchronous communications facilitate
personalization by allowing the students to learn at their own pace and according to their
interest, previous knowledge and style. This represents the knowledge-centered view of online
learning theory. It is noted by Anderson (2004) that assessment determines if the learning
objectives of using online tools had been accomplished. The instructor needs to structure the
online discussions to configure with classroom lectures, create experiences leading to outcome,
and discuss and use assessment to improve learning. Additionally, feedback is an important part
of this assessmentcentered learning and influences the approach to learning. The last
perspective of online learning theory is the community or social component of online learning.
The interactions in the online forum promote a sense of community or social connectivity
between the learners and instructors.

The level of connectedness among the students results in formation of productive

relationships among the class members and in collaborative exploration of the subject matter.
Previous research has shown that learning communities exhibit increased student
learning, and course satisfaction (Rovai, 2002). As suggested by this theory, it is proposed that
learning effectiveness in using ODFs is influenced by the interactions and communication. The
level of interaction depends on the learning environment (facilitating discourse, reflective
thinking, assessment and feedback, and sense of community), learning process
(personalization) and learner characteristics (personality and internet efficacy).
2.2 Technology Cluster

Rogers describes the adoption of related technologies as a technology cluster which

consists of one or more distinguishable elements of technology that are perceived as being
closely interrelated. For example, through technology clusters, cell phones were found to
facilitate persontoperson interaction and were connected through clusters to online chatting
(Leung, 2001), and personal computer users were more likely to adopt videotext services (Lin,
1998). In this way, technology clusters have been shown to be a simple yet flexible method of
organizing technologies based on perceived similarities.
The current study therefore 1) proposes clusters organized around central qualities of
technologies that fall under the concept of social media; 2) theorizes that personal
psychological qualities and affective tendencies may relate to perceived usefulness of these
clusters; and, 3) performs quantitative analyses based on validated scales measuring these
psychological and affective constructs. Results from this study demonstrate meaningful
differences in the fundamental attraction to these technologies, and provide valuable information
for those seeking to make online communities safer, integrate multiple technologies to cultivate
online communities, improve online reputation, and propagate information in advertising
campaigns.
The term social media encompasses a variety of different technologies. Technology
clusters were created first around the type of communication the technology engenders: one
toone communication (such as through the telephone) or manytomany communication (such

as on a message board). Some technologies, such as devices (laptop, cellphone, PDA) and
downloading (images, movies) were considered to be multiuse devices that offered functional
advantages rather than engendering certain types of connectivity. For instance, information
seeking behavior encompasses both active and passive searching on the Web (Choo, et al.,
2000) that is now common through sites such as Google, and devices was created around
specific types of mobile or portable devices (Lin, 1998).
2.3 Media Richness Theory
Media Richness Theory (MRT), a widely known theory of media use, posits that
communication efficiency will be improved by matching media to the students task information
needs (Daft and Lengel, 1986). The authors argue that media differ in their richness or the
ability to convey information. This richness depends on media characteristics such as capability
to provide immediate feedback, message personalization, available language variety, and
communication and social cues. Critics of Computer-Mediated Communications (CMC) contend
that the low richness of the text-based discussion forums and their lack of audio-visual and
nonverbal cues, physical appearance and physical environment lead to communication
ambiguity and loss of meaning (Ward and Newlands, 1998).
Mehrabians (1971) work suggested that nonverbal cues communicate feelings and
attitudes and invoke students arousal or sensory stimulation leading to more intense
interactions. In such case, according to this literature, the lack of cues in ODFs does not support
social interaction among the members. However, contrary
to the argument, we propose that the lack of cues may unbind the social hierarchy in the online
environment resulting in more democratic and equal participation from members.
Ruberg, Taylor and Moore (1996) viewed that social convention in the online
environment encourages students to overcome the lack of cues and maximizes the interactions
between students, instructor and content. When compared to face-to-face medium, CMCs
encourage experimentation, provide opportunities to discuss, and facilitate social learning.
According to Volery and Lord (2000), a rich medium should support both asynchronous and
synchronous communications. Using webbased resources with face-to-face teaching can
engage students in communicative exchanges with other participants through multiple mediums
and can provide a richer communication context than a traditional lectures approach alone.
Dennis and Valacich (1999, p. 9) state that choosing one single medium for any task may prove

less effective than choosing a medium or set of media which the groups uses at different times
performing the talks, depending on the current communication process (convey or converge).
With face-to-face lecture being the richest media having multiple channels to
communicate information (verbal and non-verbal), adding technology to the process enables
more cues exchanged with greater opportunity for feedback. This can lead to a qualitatively
different learning experience for the students. Using a combination of technologies can create a
spectrum of media richness. The present study proposes that use of web-based forums with
face-to-face lectures can promote rich interaction among students, instructor and content
resulting in enhanced subject learning.

2.4 Interpersonal Relationship

This related studies and concepts helped in determining the influence of social
networking sites on the interpersonal relationship of students in Rogationist College of the
school year 2009-2010. This supported and validated or reversed the ideas of Matsuba and
Golder (2006), and Vitak (2008). There were some studies conducted that dealt with social
networking and its effects towards teenagers in different aspects. Interpersonal relationship,
particularly that of high school students in Rogationist College, isn't one of those aspects,
although some of the aforementioned studies have tackled somewhat similar aspects to that of
the one being studied on by the researchers.
2.4.1 Quality of Interaction
Interaction and the quality of interaction among the students and instructor are
considered as an essential part of the academic process. The use of ODFs allows students to
increasingly interact with other participants, instructor, course materials and resources. Prior
studies have shown that students, in general, have a positive attitude towards internet usage
and spend more time with online tools (Lee, Hong and Ling, 2001). This implies that they are
more likely to be satisfied with their online experiences and become more responsible for their
learning process.
While critics have questioned the interactivity, Wagner (1997) proffered that the
interactions in CMC environments are equally good or better than, the classroom lectures. In

another study, Brower (2003) studied interactivity in distance education class and found that the
online tools (bulletin board) support quality discussions and collaborative learning. However,
Swan (2002), found negative correlation between collaborative learning techniques and
perceived learning.
The reasons for the negative associations were not elaborated, but the author does
propose asynchronicity and instructor inexperience for the same. Previous studies report
adequate student preparation in using the online discussion forums and easy navigation
function of the forum to increase contribution. For example, Tsai (2004) in his study on students
information search strategies found that students with high internet efficacy learned better and
performed their online learning tasks more efficiently.
Whereas, low internet efficacy users find it challenging in searching for the information to
complete online tasks and thus may show lower motivation. Furthermore, the students
personality characteristics can influence their online participation. Studies investigating
individual personality and internet behavior have revealed that introverted students to be more
able to communicate with others in online environment than face-to-face (Amichai-Hamburger,
Wainapel and Fox, 2002). Chen and Caropreso (2004) in their study investigated the effect of
three personality traits extroversion, agreeableness and openness on online discussion.
Contrary to the early findings, the results report that students classified as low on these
personality dimensions posted messages that were one-way and unrelated or slightly related to
the discussion topics. Extroverts, because of their strong need for gratification and higher
success rate of interaction are more likely to participate in ODFs.
As many researchers have noted, instructors role in facilitating appropriate interactions
and discussions in online environment supports effective learning. Rohfeld and Hiemstra (1995,
p. 91) describe the online instructors role as the responsibility of keeping discussions on track,
contribute special knowledge and insights, weave together various discussion threads and
course components, and maintaining group harmony. In addition, the instructor posts
interesting and relevant topics to seek student involvement and stimulate their critical thinking
process.

According to Marks, Sibley and Arbaugh (2005), the instructor and his communications
are instrumental in creating a positive attitude towards online learning and motivating the
students to learn. The instructor designs various online activities, tasks and context that push
participative inquiry towards new knowledge construction.
McDuffie and Slavit (2003) suggested that the dialogical nature of online
discussions provide a forum for students to share their reflections with other participants. The
online activities provide instructor the opportunities to engage students in different levels of
reflection of the new knowledge created. Higher levels of reflection require students to critically
analyze the new knowledge acquired, integrate with existing knowledge base and apply their
understanding to various situations (Moon, 1999). Such critical reflections foster deep levels of
learning.
A mechanism that instructors often use to improve learning in online discussions has
been linking the student participations with assessment. Students learn faster and more
effectively when they are provided with the feedback of their current performance and what
might be needed in order to improve. A number of influential studies have confirmed the
decisive role of feedback in quality teaching and student learning (Black and William, 1998;
Ramsden, 2003).
Constant student-faculty interactions and immediate feedback in CMC are suggested to
raise the students comfort levels with technology and encourages them to be more proactive.
Palloff and Pratt (2005) for example, describe the importance of community for effective learning
in online environment. They concluded that a strong sense of community foster connectedness
among the participants thereby increasing sharing and discussion of subject matter. Further, it
reduces the feeling of isolation, burnout and engage the community members
in deep exchange of ideas.

2.5 Psychological Factors

Weaver (2000) stated that, given that the selection and use of the mass media has
become ... an integral part of most individuals social environment ... the expectation that
personality characteristics should be directly linked to our orientation toward and perceptions of
the mass media seems prudent. Finn (1997) found support for relationships between

personality traits and certain media: openness and reading for pleasure; extroversion and
negative pleasure reading; and, openness and negative television viewing. Paul, et al. (2004)
found support for correlations between some of the big five personality traits (neuroticism,
extroversion, openness, agreeableness, and conscientiousness) and dependency on television.
Internet users have increased access to a variety of media and ways to interact with others
online, so the impact of such traits on media use may be even more relevant online than with
television or print.

2.5.1 Introvert
Introverts tend to be introspective, quiet and less sociable. Introversion does not
describe social discomfort but rather social preference: an introvert may not be shy but may
merely prefer fewer social activities. Ambiversion is a balance of extrovert and introvert
characteristics. Most people (about 68% of the population) are considered to be ambiverts,
while extraverts and introverts represent the extremes on the scale, with about 16%
representation for each. Hamburger and Ben-Artzi (2000) suggested that Internet use is related
to personality. They demonstrated that on the Internet the poor can get richer, namely, that
introverts can compensate themselves for the difficulties they experience in offline social
interactions (see also Amichai-Hamburger et al., 2002).
Introverts who did not use nostalgic websites were found to use the social services on
the net more than those extroverts who did not use the nostalgic websites. Introverts develop
close friendships and much prefers a few close friends to many acquaintances. You will rarely
hear an introvert claim that they have a multitude of friends; while many extroverts freely list
everyone they know as friends. It's not because introverts have fewer friends. It's because our
definition of friendship differs from that of the extrovert. To an introvert, a friend is someone they
can count on in any circumstances, someone they can share their innermost thoughts with,
someone that can call at any hour of day or night. A friend is someone who they share a deep
bond with.

2.5.2 Extrovert

One of the primary personality traits is extroversion, a trait dichotomous with introversion
and exhibited by those seeking meaning in life outside themselves (Jung, 1976). It was included
in Eysenck, et al.s (1985) EPQR scale, and is a personality trait closely related to desire for
socialization with others and is correlated with selfdisclosure. Extroverts are described as
sociable, lively, active, assertive, carefree, dominant, venturesome and sensationseeking.
Costa and McRae (1988) described extroverts as having, needs for social contact, attention,
and fun. Extroverts are concerned with their appearance to the outside world and how others
interpret them. Therefore, extroverts may be more likely to be interested in activities that involve
interacting and being around others, such as social network sites, writing on a blog, and sharing
digital pictures.
Extroverts have typically considered media a poor substitute for reallife interaction on
media such as television (Finn, 1997) and the Internet in general (AmichaiHamburger, et al.,
2002). Lowcue environments have even been found to coax introverts to create bonds more
quickly than extroverts (Walther, 1996). This discrepancy may be explained by detailing key
differences SNSs (and other manytomany technologies) have with previous forms of
Internetbased communication. These sites are multimedia, centered on social activities such
as cultivating lists of friends and sending messages, and are popular with the majority of young
Americans. If the most popular uses of the Internet are social (Lenhart, et al., 2007; Magnuson
and Dundes, 2008), and friendships created by young people are maintained through a
combination of online and offline activities, social media such as SNSs may be likely to be more
attractive to extroverts than a decade ago when such sites were textbased and less popular.
Additionally, SNSs and related sites are multimedia, containing video, images, and
audio, which are likely to be a more comfortable environment to those comfortable with self
disclosure. However, extroverts and those willing to selfdisclose may be using these cutting
edge resources at the expense of introverts, who may prefer less revealing, more visually
anonymous, and more textbased environments. These results also touch on the paradox of
selfdisclosure; young people value the freedom of selfexpression, but may not weigh the
consequences of putting their entire lives online. An area that remains to be examined is
whether individuals are aware of this privacy paradox (Barnes, 2006) with regard to other
factors in media use decisions.

2.5.3 Introversion and Extroversion

Individuals who are quiet, reserved, thoughtful, and self-reliant are often referred to as
"introverts." They are likely to prefer solitary work and leisure activities. In comparison with
extroverts, who draw most of their energy from social interaction and respond to external stimuli
immediately and directly, introverts tend to mull things over before formulating a reaction, and
their energy is regenerated by time spent alone.
Carl Jung was the first psychologist to use the terms introversion and extroversion ,
which literally mean "inward turning" and "outward turning." More recently, researchers in the
field of personality, most notably Hans Eysenck, have popularized these terms. Eysenck claims
a biological basis for introversion and extroversion , rooted in differences in sensitivity to
physical and emotional stimulation. Eysenck claims that introverts are more sensitive to cortical
arousal and thus more likely to be overwhelmed by external stimuli while extroverts, who are
less sensitive to arousal, are more likely to actually seek out additional stimuli. Eysenck also
created a system of personality types combining introversion and extroversion with degrees of
emotionality and stability to arrive at four types corresponding to the classical four
temperaments first delineated by Hippocrates. These types (together with Eysenck's
formulations) are melancholic (emotional and introverted); phlegmatic (stable and introverted);
choleric (emotional and extroverted); and sanguine (stable and extroverted).
Introversion is observable even in early childhood. An introverted child is able to
entertain herself alone for extended periods of time, while extroverts need company most of the
time. When it comes to socializing, introverts are likely to focus their attention on only one or a
few best friends rather than a larger social group. Like introverted adults, children who are
introverts like to "look before they leap," observing situations before they are ready to
participate, and thinking things over before they speak. They are independent, introspective
thinkers, turning inward to formulate their own ideas about things. They are more likely than
extroverts to act differently in public than they do at home because they feel less at ease among
strangers. They prefer to concentrate on a single activity at a time and dislike interruptions. On
an emotional level, they are likely to become absorbed by their own emotions and pay less
attention to those of the people around them. They may also be more reluctant than extroverted
children to talk about their feelings.

The personality traits that characterize introversion overlap at several points with those
often seen in gifted children. Such as independence of thought, the ability to spend extended
periods of time absorbed in solitary pursuits, and heightened sensitivity to social interactions.
The association between introversion and giftedness has been reinforced by the findings of Dr.
Linda Silverman at Denver University's Gifted Child Development Center, who found that an
unusually high percentage of introverted children are gifted.
Although introversion and extroversion are observable, documented personality
tendencies, people generally do not conform completely to either description. This fact is
reflected, for example, in the Myers-Briggs Type Indicator, which treats introversion and
extroversion as two ends of a continuum, with most people falling somewhere in between.
Some scores come out very close to either end, while others are virtually at the half-way mark.
However, it is possible for Myers-Briggs test results to change over time as people change.
The impact of extroversion or introversion on users online behavior was considered an
important issue in some past research. Extroverted individuals are primarily oriented to social
settings, focusing their energy on people and objects, but introverts are more interested in an
internal environment, preferring to listen and reflect. Cunningham et al. [3] suggested that
extroverts would have different preferences for website design than introverts: extroverts would
enjoy pictures of people and prominent contact information while introverts are more likely to be
attracted by pictures of nature and solitude and less prominent contact information.
In recent years, more and more studies have been exploring the relationship between
extrovert/introvert types and their behavior on social network sites. For example, Ross et al.
found that highly extroverted people joined more virtual groups than introverts, In addition,
Ebeling-Witte et al. found that extroverts are more likely to use the Internet for social
interaction. Hence, they may place more emphasis on the social value of SNS services.
Accordingly, we hypothesized: H3a. Social value will positively influence the overall
perceived value more strongly for extroverts than introverts. Furthermore, Ross et al.
demonstrated that people with a higher shyness score are likely to use the Internet to relieve
feelings of loneliness and depression, and to avoid, instead of attend to, stressful matters.
Shyness has a strong positive relation with introversion. Therefore, introverts may have a
stronger preference for the emotional value of SNS services. Thus, we posed the hypothesis:

H3b. Emotional value will positively influence the overall perceived value more strongly
for introverts than extroverts. Goby showed that more introverts choose online media to
apply for casual work, such as emailing a resume to an organization, and to interact with
friends. Moreover, they seem to use the Internet as a compensatory tool, because introverts
who feel a need to express themselves may do so with less diffidence on the Internet.
Consequently, they may care about the performance or value of SNS services more.
H3c. Performance/quality value will positively influence the overall perceived value more
strongly for introverts than extroverts. With the development of SNS services, providers began
to provide some virtual items, such as clothes and decoration which required payment. Users
can buy these virtual items to decorate their virtual personal rooms or accessorize their avatars.
Extroverted and introverted people have different preferences in real clothing and decoration.
Extroverts tend to wear more decorative but more expensive clothing, while introverts prefer
practical, comfortable clothes, while introverts tend to decorate less and buy practical virtual
items online. Thus, we proposed:
H3d. Price/value for money will positively influence the overall perceived value more
strongly for introverts than extroverts.
To summarize, we believed that the different preferences of extroverts and introverts in
real lives influences their behavior and values on the Internet.
2.5.4 Self Disclosure
Selfdisclosure is an act required by most interpersonal relationships. McKenna, et al.
(2002) defines the act of selfdisclosure as expression of the identityimportant yet usually
unexpressed aspects of oneself.Archer (1980) identifies selfdisclosure more generally as the
act of revealing personal information to others. On the topic of MySpace, Stern states, Our
everyday culture definitely celebrates selfdisclosure. Kids are picking up on that. It gives them
every indication that this is what we value from people. (Metz, 2006). For the purposes of this
study, selfdisclosure is interpreted to generally refer to the ease of expression of personal
information. This may affect how useful an individual is likely to find a Web site such as
MySpace or other manytomany environments such as blogs where revealing of such
information affects perceived usability.

2.5.5 Computer Anxiety and Self-Efficacy

Computer anxiety is defined as the negative, affective response of some individuals to
computer technology (Barbeite and Weiss, 2004). Selfefficacy is a cognitive ability defined as
the belief in ones capability to organize and execute a particular course of action (Bandura,
1997). Specifically as concerns the Internet, computer selfefficacy is defined as the belief in
ones actions on the computer, which is how these Web sites (with the exception of mobile
technologies) are typically accessed. In other words, individuals who have a high degree of
computer selfefficacy find computers to be useful to achieve their goals. Computer self
efficacy also has a negative correlation with computer anxiety. Barbeite and Weiss (2004)
developed scales of selfefficacy and anxiety specifically for computer use, and found that
computer selfefficacy measures were the best predictor of Internet use.
Eastin and LaRose (2000) concluded selfefficacy and selfdisparagement were
possible factors in explaining the digital divide as conceived by Norris (2001). That is, who
uses Internet resources is dependent on an individuals ability to easily use computers. Durndell
and Haag (2002) found lower computer anxiety and higher selfefficacy to be significantly
correlated with higher reported use of the Internet and positive attitudes about the Internet in a
sampling of East Europeans.
Given that factors of computer selfefficacy and computer anxiety have been shown to
relate to Internet and computer usage, these factors may also have correlates with specific
online and computerbased technologies.
SYNTHESIS
The review of related literature discusses different terminologies or phrases which are
related to the researchers study. The following terms includes related theories of different
researchers or people.
Social media is a widely use of different gadgets which involves the use of technology
such as social networks and mobile phones to communicate with friends and also to discover
new relationships to other people, this are also use for entertainment and educational purposes.

Social networks are different web-based technology which are widely use by different group of
people, examples are myspace, yahoo, google, facebook, twitter,etc. Mobile phones are also a
social media which benefits people by giving them ways to interact to their family or other
people, yet the only difference is that it only have lesser use, but you can use it in public and it is
handy.Due to the overuse of social media there is also negative outcome, like computer anxiety.
Introverts are group of people who are known as timid, quite and self-reliant people.
They are always observe alone in public, they only talk to few person and most of the time they
are alone. Extroverts in contrast are group of people who are usually seen socializing with
others, those who always start the gossip, and cause of noise pollution.