Yuuki Kato

Tokyo University and Graduate School of Social Welfare, Edo, Tōkyō, Japan

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Publications (10)0 Total impact

  • [Show abstract] [Hide abstract]
    ABSTRACT: Text-based communication, such as a mobile phone email, is the essential communication tool for Japanese youth. In this paper, the authors conducted a paper-based survey in order to investigate what kind of patterns of emotional transmission are used when composing text-based messages to four kinds of emotional scenarios (i.e. joy, sadness, anger, and guilt). 91 first-year students at a Japanese university were given four scenarios each with three questionnaires for each scenario. The questionnaires addressed the emotions the participants experienced, the emotions the participants wanted to convey to their partners, and the emotions the participants anticipated their partners would experience. The relationships among the emotions experienced, conveyed, and anticipated were considered in determining the patterns of emotional transmission. According to the results, one pattern of emotional transmission was seen in joy and guilt scenarios, while two or more patterns of emotional transmission were seen in sad or angry scenarios. That is, when sadness or anger is involved, it is considered that emotional transmissions become more complicated leading to the use of more and different emotional transmission patterns.
    01/2010;
  • Shogo Kato, Yuuki Kato, Douglass Scott
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    ABSTRACT: Three related studies conducted on the role of emotional transfer in email messages were studied in order to better understand Japanese college students' online communications and their broader participation in online communications. The first study investigated users' initiatives in preventing emotional misunderstandings when sending email. Results showed message writers used emoticons as "flame deterrent" devices intended to prevent their partner's emotional aggravation. The second study examined the relationships between four emotional states - anger, joy, sadness, and guilt - and four different emoticons corresponding to these emotional states. The results suggest that the selection and use of emoticons in cell phone email communication are positively related to the emotional states experienced at the time the message is composed. However, it seems that as the emotional strength increases, the use of emoticons decreases. The third study examined the relationships between the degrees of anger and guilt and the use of emoticons and found that when there are strong negative emotions (e.g., anger and guilt), there is a tendency to decrease the use of emoticons in the outgoing messages. It is hoped that such findings with informal, mobile communications can be applied to more formal academic online communications.
    01/2009;
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    01/2008;
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    ABSTRACT: Japanese textual communication as cellular telephones has been characterized as the main mediated-communication method for Japanese young people. In textual interaction, misunderstandings of emotions tend to be easily done. However, some previous studies have consistently found the benefits of using emoticons in CMC interaction because these marks can convey social emotions and reduce perceptions of flaming. In this study, we focused on the readers of email messages and how they interpreted the emotional content of various emoticons. A comparison was made between the emoticons which evoked positive and negative emotions by comparing their relative breadth of interpretations. As a result, the emoticons which evoked negative emotions are considered to have a greater number of emotional interpretations. The findings suggest that emoticons with negative emotional interpretations may increase the chances of miscommunication when used in text messages.
    Supporting Learning Flow through Integrative Technologies, Proceeding of the 15th International Conference on Computers in Education, ICCE 2007, November 5-9, 2007, Hiroshima, Japan; 01/2007
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    ABSTRACT: Over recent years the importance of game-based learning situation has seen a remarkable growth. Existing computer-based platform that utilize the Internet so as to provide effective access to information regarding for exchange of ideas and knowledge aim to create online community, such attempts target only on traditional Internet users excluding an ongoing population of people that access World Wide Web via mobile phone. We suggest an innovative approach to an educational environment, where participants can sign up for the game by mobile phone. This paper introduces a game-based learning environment on ubiquitous devices and real-based simulation game which produces the learning environment in which it is possible for students to practice decision-making with communication via portable device such as mobile phones. And it also describes some preliminary results from the research on an example practice
    DIGITEL 2007, The First IEEE International Workshop on Digital Game and Intelligent Toy Enhanced Learning, Proceedings, 26-28 March 2007, Jhongli, Taiwan; 01/2007
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    Yuuki Kato, Shogo Kato, Kanji Akahori
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    ABSTRACT: This paper focuses on communication by e-mail. An experiment was conducted to investigate the influence the degree of emotional cues transmitted during e-mail communication has on the emotions experienced by the senders and receivers. Twenty-two participants of this experiment were divided into two groups based on the degrees of emotional cues transmitted: a High group and a Low group. The emotions experienced in the e-mail communication by the High group were then compared to that of the Low group. The results of this experiment showed a tendency for unpleasant emotions such as anger and anxiety to increase when emotional cues transmitted are low (i.e., the Low group). The findings suggest that low degrees of emotional cues transmitted between senders and receivers in e-mail communication tend to cause some misunderstanding.
    Computers in Human Behavior. 01/2007;
  • Shogo Kato, Yuuki Kato, Kanji Akahori
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    ABSTRACT: This paper focuses on communication using bulletin board system (BBS). A practical experiment was conducted to investigate the degree of influence emotional transmissions between senders (writers) of replies and receivers (readers) of replies have on the emotions which they experienced during communication using the BBS. The analysis focused on the readers of postings. Twelve participants of this experiment were divided into two groups based on the degrees of emotional transmissions: a High group and a Low group. The emotions experienced during communication using the BBS were compared between the High group and the Low group. The results of this experiment showed a tendency for negative emotions such as anger and anxiety to increase when emotional transmissions are low (i.e., the Low group).
    Learning by Effective Utilization of Technologies: Facilitating Intercultural Understanding, Proceeding of the 14th International Conference on Computers in Education, ICCE 2006, November 30 - December 4, 2006, Beijing, China; 01/2006
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    ABSTRACT: This paper describes a comparative study between a mobile learning tool called “Pocket Challenge” and paper. The intention is to identify which between the two is more effective and acceptable to students. The experiment was conducted on 22 students to compare three factors; (1) Memorization of English words (2) Academic performance with regards to problem-solving, (3) Learning motivation and concentration, and media preference. In order to examine the validity and reproducibility, the experiment was repeated twice on each student. Students were requested to ask questions, solve problems, and learn words using the two media-“Pocket Challenge” and paper. Memorization of English words and academic performance were measured by written tests. Learning concentration was measured by the extent of decreasing concentration equivalent to the frequencies of students' taking their eyes away from the task at hand. Learning motivation and media preference were measured by subjective questions and answers. The results of both experiments show that the mobile learning tool is more superior to paper on (1) memorization of English words and (3) learning motivation, concentration and media preference. “Pocket Challenge” is slightly superior to paper in (2) academic performance of problem solving. Surprisingly, “Pocket Challenge” was regarded as the better media in comparison to paper, in all the questionnaire items.
    Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences - Sharing Good Practices of Research, Experimentation and Innovation, Proceedings of the 13th International Conference on Computers in Education, ICCE 2005, 28 November - 30 December 2005, Singapore; 01/2005
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    ABSTRACT: We focus on an affective aspect of communications by e-mail. In this study university students communicated their information to anonymous companions by e-mail to examine the relations between their affective traits, affective states and affective interpretations. Before the e-mail communication, as the affective traits, they were asked to give the frequencies of 12 affects that they experienced every day. Then, whenever they received the e-mails, using questionnaires, we asked them as follows: (1) what affect they produced: affective states (2) how they interpreted companions' affect: affective interpretations. By the result of the factor analysis of the data of the affective traits, the subjects divided into the three groups: group of "Negative Affects", "Positive Affects" and "Affects of Enemies". The subjects in each group were compared about the correlation between the affective interpretations and states. We found that in communications by e-mail when the subjects interpreted their companions' affective states as positive affective states, they might tend to feel positive affects. But, when they interpreted their companions' affective states as negative affects, their affective states might be influenced by their affective traits. This may demonstrate that the affective traits influence on our affective states in e-mail communications.
    07/2002;
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    Kouki Sato, Yuuki Kato, Shogo Kato
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    ABSTRACT: As a first step to barrier emotional troubles in educational computer-mediated communication such as e-learning using mobile devices or "m-learning", emotional strategies used in mobile phone email in response to four kinds of emotion evocation situation (joy, sadness, anger, and guilt) are explored. In this study, the emotional strategies in different social presence situations which the participants communicate to four kinds of partner on different socio- psychological distance (close friend, not close friend, close teacher, and not close teacher) are compared. From the results, one unified emotional strategy which the participants asked for sympathy to the partner was seen in situations concerning emotions of joy in all social presence situations. On the other hand, various emotional strategies which the participants intended to control the partners' emotions were seen in other emotion evocation situations depending on the social presence situations.

Publication Stats

17 Citations

Top Journals

Institutions

  • 2006–2007
    • Tokyo University and Graduate School of Social Welfare
      Edo, Tōkyō, Japan
  • 2002–2007
    • Tokyo Institute of Technology
      • Department of Human System Science
      Tokyo, Tokyo-to, Japan
    • Daito Bunka University
      Saitama, Saitama, Japan