UNIT 9: Social

Interaction
Ms. Sherilene B. Pamintuan
INTRODUCTION
This unit discusses what is meant by social
interaction and its importance in the HCI. As
people used different social mechanisms to
communicate and collaborate with people, being
social, face to face conversation, remote
conversation, co-presence, and social engagement
are the fundamental aspects of Social Interaction.
ESSENTIAL QUESTION
• What are the social mechanisms that are used by
people when communicating and collaborating?

INTENDED LEARNING OUTCOMES

• Explain what is meant by social interaction.
• Describe the social mechanisms that people use to
communicate and collaborate
• Explain what social presence means
LESSON 9: SOCIAL
INTERACTION
 ACTIVITY 1: Diagnostic
Assessment

1. How do you start and end a conversation when:

a. talking on the phone and
b. chatting online?
2. Do you use the same conversational words that are
used in face-to-face conversations?
 SOCIAL INTERACTION
In sociology, social interaction is a dynamic sequence of social
actions between individuals (or groups) who modify their actions
and reactions due to actions by their interaction partner(s). Social
interactions can be differentiated into accidental, repeated, regular
and regulated.
A social interaction is a social exchange between two or more
individuals. These interactions form the basis for social structure and
therefore are a key object of basic social inquiry and analysis. Social
interaction can be studied between groups of two (dyads), three
(triads) or larger social groups.
 SOCIAL INTERACTION
Social structures and cultures are founded upon
social interactions. By interacting with one another,
people design rules, institutions, and systems within
which they seek to live. Symbols are used to
communicate the expectations of a given society to
those new to it, either children or outsiders. Through
this broad schema of social development, one sees how
social interaction lies at its core.
 SOCIAL INTERACTION
There are many ways to study what it means to be
social. In this chapter, we focus on how people
communicate and collaborate face-to-face and
remotely in their social, work, and everyday lives—with
the goal of providing models, insights, and guidelines to
inform the design of “social” technologies that can
better support and extend them.
 BEING SOCIAL
A fundamental aspect of everyday life is being social, and that entails
interacting with each other. People continually update each other about news,
changes, and developments on a given project, activity, person, or event.
• For example:
– Friends and families keep each other posted on what is happening at
work, at school, at a restaurant or club, next door, in reality shows, and in
the news.
– people who work together keep each other informed about their social
lives and everyday events, as well as what is happening at work, for
instance when a project is about to be completed, plans for a new project,
problems with meeting deadlines, rumors about closures, and so on.
 BEING SOCIAL
• Are F2F conversations being superseded by our social media
interactions?
• How many friends do you have on Facebook, LinkedIn, etc. vs.
real life?
• How much overlap?
• How are the ways we live and interact with one another
changing?
• Are the established rules and etiquette still applicable to online
and offline?
 BEING SOCIAL
Face to face Conversations
• While face-to-face conversations remain central to many social
interactions, the use of social media has dramatically
increased.
Social Media
• The almost universal adoption of social media in mainstream
life has resulted in most people now being connected in
multiple ways over time and space—in ways that were
unimaginable 25 or even 10 years ago.
 BEING SOCIAL
Social Media
• For example, adults average about 338 Facebook
friends, while it is increasingly common for people to
have more than 1,000 connections on LinkedIn—many
more than those made through face-to-face networking.
• People now spend several hours a day communicating
with others online—texting, emailing, tweeting,
Facebooking, Skyping, instant messaging, and so on.
 BEING SOCIAL
Planning and Coordinating Social Activities
• When planning and coordinating social activities,
groups often switch from one mode to another.
• Most people send texts in preference to call someone
up, but they may switch to calling or mobile group
messaging (such as WhatsApp, GroupMe) at different
stages of planning to go out (Schuler et al., 2014).
 BEING SOCIAL
Planning and Coordinating Social Activities
• There can be a cost as conversations about what to
do, where to meet, and who to invite multiply across
people.
• Some people might get left off or others might not
reply, and much time can be spent to-ing and fro-ing
across the different apps and threads.
 BEING SOCIAL

Figure 9.1 A family sits together, but they are all in their own digital bubbles
Source: https://www.hprc-online.org/social-fitness/family-optimization/are-cell-phones-ruining-family-time
 FACE TO FACE CONVERSATIONS
• Talking is something that is effortless and comes naturally
to most people.
• And yet holding a conversation is a highly skilled
collaborative achievement, having many of the qualities of
a musical ensemble.
• Understanding how conversations start, progress, and finish
is useful when designing dialogues that take place with
chatbots, voice assistants, and other communication tools.
 FACE TO FACE CONVERSATIONS
Take turns asking questions
• Giving replies
• Making statements

A: Hi there
B: Hi!
C: Hi!
A: All right?
C: Good, how’s it going?
A: Fine, how are you?
C: OK
B: So-so. How’s life treating you?
 FACE TO FACE CONVERSATIONS

• IMPLICIT CUES – when a participant looks at his

watch, signaling indirectly to the other participants
that he wants the conversation to draw a close. 
• EXPLICIT CUES – using farewell rituals
– “Well, I must be off now. Got work to do”
 FACE TO FACE CONVERSATIONS: Conversational
Mechanisms
Conversational mechanisms enable people to coordinate their talk with one
another, allowing them to know how to start and stop. Throughout a
conversation, further turn-taking rules are followed that enable people to
know when to listen, when it is their cue to speak, and when it is time for them
to stop again to allow the others to speak. Sacks et al. (1978), famous for their
work on conversation analysis, describe these in terms of three basic rules.
– Rule 1 The current speaker chooses the next speaker by asking a
question, inviting an opinion, or making a request.
– Rule 2 Another person decides to start speaking.
– Rule 3 The current speaker continues talking.
 FACE TO FACE CONVERSATIONS: Conversational
Mechanisms
• Example: Values mechanisms and ‘rules’ are followed when holding a
conversation, e.g. mutual greetings

The rules are assumed to be applied in this order so that whenever there is
an opportunity for a change of speaker to occur, for instance, someone comes
to the end of a sentence, rule 1 is applied. If the listener to whom the
question or request is addressed does not accept the offer to take the floor,
rule 2 is applied, and someone else taking part in the conversation may take
up the opportunity and offer a view on the matter. If this does not happen,
then rule 3 is applied, and the current speaker continues talking. The rules are
cycled through recursively until someone speaks again.
 FACE TO FACE CONVERSATIONS:
Adjacency Pairs
Another way in which conversations are coordinated and given
coherence is through the use of adjacency pairs (Schegloff and
Sacks, 1973). Utterances are assumed to come in pairs in which
the first part sets up an expectation of what is to come next
and directs the way in which what does come next is heard. For
example, A may ask a question to which B responds
appropriately.
• A: So, shall we meet at 8:00?
• B: Um, can we make it a bit later, say 8:30?
 FACE TO FACE CONVERSATIONS:
Adjacency Pairs
Sometimes adjacency pairs get embedded in each
other, so it may take some time for a person to get a
reply to their initial request or statement.
• A: So, shall we meet at 8:00?
• B: Wow, look at them.
• A: Yes, what a funny hairdo!
• B: Um, can we make it a bit later, say 8:30?
 FACE TO FACE CONVERSATIONS:
Breakdowns
Other kinds of breakdowns in conversation arise when
someone says something that is ambiguous, and the
interlocutor misinterprets it to mean something else. In
such situations, the participants will collaborate to
overcome the misunderstanding by using repair
mechanisms.
 FACE TO FACE CONVERSATIONS:
Breakdowns
Consider the following snippet of conversation between two people:

A: Can you tell me the way to get to the Multiplex Ranger cinema?
B: Yes, you go down here for two blocks and then take a right (pointing to the right),
proceed until you get to the light, and then it is on the left.
A: Oh, so I go along here for a couple of blocks and then take a right, and the cinema is at
the light (pointing ahead of him)?
B: No, you go down this street for a couple of blocks (gesturing more vigorously than
before to the street to the right of him while emphasizing the word this).
A: Ahhhh! I thought you meant that one: so, it’s this one (pointing in the same direction as
the other person).
B: Uh-hum, yes, that’s right: this one.
 FACE TO FACE CONVERSATIONS:
Breakdowns
Detecting breakdowns in conversation requires that the
speaker and listener both pay attention to what the
other says (or does not say). Once they have
understood the nature of the failure, they can then go
about repairing it.
 REMOTE CONVERSATIONS
Since this early research, videoconferencing has
come of age.
• The availability of cheap webcams and cameras
now embedded as a default in tablets, laptops,
and phones has greatly helped make
videoconferencing mainstream.
• There are now numerous platforms available
from which to choose, both free and commercial.
Many videoconferencing apps (for example,
Figure 9.2 Telepresence Room
Zoom or Meeting Owl) also allow multiple people Source: https://hr.sparkhire.com/video-interviews/3-
ways-to-make-remote-interviews-personable/
at different sites to connect synchronously.
 REMOTE CONVERSATIONS

Another way of describing this development is in terms

of the degree of telepresence. By this we mean the
perception of being there when physically remote.
• For example, Robots have been built with
telepresence in mind to enable people to attend
events and communicate with others by controlling
them remotely.
 REMOTE CONVERSATIONS
• Instead of sitting in front of a screen from their
location and seeing the remote place solely
through a fixed camera at the other place, they
can look around the remote place by controlling
the “camera’s” eyes, which are placed on the
robot and are physically moving it around.
• For example, telepresence robots have been
developed to enable children who are in a Source: https://www.networkworld.com/article/3261970/a-new-
telepresence-robot-takes-the-stage.html
hospital to attend school by controlling their
assigned robots to roam around the classroom
(Rae et al., 2015).
 CO - PRESENCE
The motivation is to enable co-located groups to collaborate more
effectively when working, learning, and socializing.
Examples of commercial products that support this kind of parallel
interaction are:
• Smartboards and Surfaces, which use multitouch,
• and Kinect, which uses gesture and object recognition.
To understand how effective they are, it is important to consider the
coordination and awareness Mechanisms already in use by people in
face-to-face Interactions and then to see how these have been adapted
or replaced by the technology.
 CO - PRESENCE

Physical Coordination
• When people are working closely together, they talk
to each other, issuing commands and letting others
know how they are progressing. For example, when
two or more people are collaborating, as when
moving a piano, they shout instructions to each
other, like “Down a bit, left a touch, now go straight
forward,” to coordinate their actions.
 CO - PRESENCE
Awareness
• Awareness involves knowing who is around, what is happening, and
who is talking with whom (Dourish and Bly, 1992). For example, when
attending a party, people move around the physical space, observing
what is going on and who is talking to whom, eavesdropping on
others’ conversations, and passing on gossip to others.
• Peripheral awareness is a person’s ability to maintain and constantly
update a sense of what is going on in the physical and social context,
by keeping an eye on what is happening in the periphery of their
vision.
 CO - PRESENCE

Shareable Interfaces
• Several technologies have been designed to capitalize
on existing forms of coordination and awareness
mechanisms. These include whiteboards, large touch
screens, and multitouch tables that enable groups of
people to collaborate while interacting at the same
time with content on the surfaces.
 CO - PRESENCE

Source: https://www.slideserve.com/frieda/interfaces-and- Figure 9.3 Sococo floor plan of a virtual office, showing who is where and who is meeting
interactions-21-st-century with whom
Source: Used courtesy of Leeann Brumby
 SOCIAL ENGAGEMENT
Social engagement refers to participation in the activities of a social group
(Anderson and Binstock, 2012). Often it involves some form of social
exchange where people give or receive something from others. Increasingly,
different forms of social engagement are mediated by the Internet.  
• For example, there are many websites now that support pro-social
behavior by offering activities intended to help others also promoted. 
Not only has the Internet enabled local people to meet who would not have
otherwise, it has proven to be a powerful way of connecting millions of
people with a common interest in ways unimaginable before.
SOCIAL ENGAGEMENT
Sample Situation:
• There has even been an “epic Twitter battle.” A teenager
from Nevada, Carter Wilkerson, asked Wendy’s fast-food
restaurant how many retweets were needed for him to
receive a whole year’s supply of free chicken nuggets.
• The restaurant replied “18 million” (see Figure 9.3).
• From that moment on, his quest became viral with his
tweet being retweeted more than 2 million times.
• Ellen’s record was suddenly put in jeopardy, and she
intervened, putting out a series of requests on her show
for people to continue to retweet her tweet so her record
would be upheld.
• Carter, however, surpassed her record at the 3.5 million Figure 9.4 Carter Wilkerson’s tweet that went viral
mark
 SOCIAL ENGAGEMENT
• During the Twitter battle, he used his newly found fame to create a
website that sold T-shirts promoting his chicken nugget challenge.
• He then donated all the proceeds from the sales toward a charity
that was close to his heart.
• The restaurant also gave him a year’s supply of free chicken nuggets
—even though he did not reach the target of 18 million.
• Not only that, but it also donated $100,000 to the same charity in
honor of Carter achieving a new record.
• It was a win-win situation (except maybe for Ellen).
 ACTIVITY 2: Formative
Assessment

1. Think of a time where you enjoyed meeting up with

friends to catch up in a cafe.
2. Compare this social occasion with the experience
that you have when texting with them on your
smartphone.
3. How are the two kinds of conversations different?
 Performance Task

DIRECTION:
• Compose a group with three (3) members.
• The goal of this activity is to analyze how
collaboration, coordination, and communication are
supported in online video games involving multiple
players.
 Performance Task

• The video game Fortnite arrived in 2017 to much

acclaim. It is an action game designed to encourage
teamwork, cooperation, and communication.
• Download the game from an app store (it is free) and
try it.
• You can also watch an introductory video about it at
https://youtu.be/_U2JbFhUPX8.
 Performance Task

• Answer the following questions.

– Social issues
• What is the goal of the game?
• What kinds of conversations are supported?
• How is awareness of the others in the game supported?
• What kinds of social protocols and conventions are used?
• What types of awareness information are provided?
• Does the mode of communication and interaction seem natural or
awkward?
• How do players coordinate their actions in the game?
 Performance Task

• Answer the following questions.

– Interaction design issues
• What form of interaction and communication is supported, for
instance, text, audio, and/or video?
• What other visualizations are included? What information do they
convey?
• How do users switch between different modes of interaction, for
example, exploring and chatting? Is the switch seamless?
• Are there any social phenomena that occur specific to the context of
the game that wouldn’t happen in face-to-face settings?
 Performance Task

• Answer the following questions.

– Design issues
• What other features might you include in the game to
improve communication, coordination, and
collaboration?
 Quiz

• Watch these two videos about Beam and Cisco’s telepresence.

– How does the experience of being at a meeting using a telepresence
robot compare with using a telepresence videoconferencing system?
– Answer in not less than three paragraphs.
• Videos
– BeamPro overview of how robotic telepresence
works—https://youtu.be/SQCigphfSvc
– Cisco TelePresence Room EndPoints MX700 and
MX800—https://youtu.be/52lgl0kh0FI
 References

Sharp, H., Preece, J., & Rogers, Y. (2019). Interaction Design: Beyond human-computer interaction.
John Wiley & Sons.

Dix, A., Finaly, J., Abowd, G., Beale, R. Human-computer interaction 3rd Edition. Pearson Education
Limited.

5.1a: Understanding social interaction. (2020, August 16). Social Sci LibreTexts.
https://socialsci.libretexts.org/Bookshelves/Sociology/Book%3A_Socioogy
THANK YOU!