The role of digital cues in online banter: a systematic review of adolescents’ and emerging adults' views, uses and interpretations

Badrakh, A. ORCID: 0000-0001-9520-9701, Buglass, S.L. ORCID: 0000-0002-1079-8461, Betts, L.R. ORCID: 0000-0002-6147-8089 and Abell, L. ORCID: 0000-0001-6230-8551, 2024. The role of digital cues in online banter: a systematic review of adolescents’ and emerging adults' views, uses and interpretations. Current Psychology. ISSN 1046-1310

Full text not available from this repository.

Abstract

The potential ambiguity and aggression related to banter-type humorous interactions may lead to misinterpretations and escalations such as perceived bullying, especially in the online context. A way to minimise such risks during online banter is the use of digital visual cues such as emojis, emoticons, GIFs, personal photos, videos, etc. This review summarised and synthesised the literature to understand how adolescents and emerging adults perceive and interpret the role of digital visual cues in online banter/humour and how they actually use these cues in banter-type online interactions. From the 12,372 papers identified, 17 papers were included, and the relevant narrative data were analysed using Reflexive Thematic Analysis (Clarke & Braun, 2021). Four themes were generated, including, (1) Digital cues are an essential part of digital banter, (2) Digital cues are ambiguous, (3) Harmful online banter containing digital cues, and (4) Personal and contextual effects. Implications and future directions are discussed.

Item Type:	Journal article
Publication Title:	Current Psychology
Creators:	Badrakh, A., Buglass, S.L., Betts, L.R. and Abell, L.
Publisher:	Springer
Date:	30 September 2024
ISSN:	1046-1310
Identifiers:	Number Type 10.1007/s12144-024-06698-8 DOI 2220441 Other
Rights:	This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
Divisions:	Schools > School of Social Sciences
Record created by:	Jonathan Gallacher
Date Added:	30 Sep 2024 15:45
Last Modified:	30 Sep 2024 15:45
URI:	https://irep.ntu.ac.uk/id/eprint/52326

Actions (login required)

Edit View

Views

Downloads