Social Interaction. Video-Based Studies of Human Sociality 2020-02-28T07:34:11+01:00 Brian Lystgaard Due & Kristian Mortensen Open Journal Systems <p><em>Social Interaction. Video-Based Studies of Human Sociality</em> is dedicated to studying action and sense-making practices in social interaction. It focuses typically on workplace settings and their constitutive features as made visible through participants’ conduct and the social organization of the setting. The journal welcomes scholarly papers that provide new insights through state of the art research of naturally occurring human action as situated in the material world. Papers will typically analyze how participants draw on bodily, tangible, vocal, verbal and other resources to make sense and accomplish orderly courses of social interaction.</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> Editorial 2020-02-28T07:32:52+01:00 Kristian Mortensen Brian Due <p>none</p> 2020-01-07T14:55:30+01:00 ##submission.copyrightStatement## "You just took the jump too slowly”: A single case analysis of a mountain bike crash 2020-02-28T07:34:11+01:00 Mike Lloyd <p><span style="font-family: Helvetica;" lang="EN-NZ">Two online videos are used to analyse social interaction in a mountain bike crash. The first provides context and a contrasting case: we view five mountain bikers taking a large gap jump in quick succession, where it is the fact that they are closely linked that helps establish the minimum speed required to take the jump. Then there is a detailed analysis of a frequently viewed YouTube video showing another group of five riders with a very different experience of a much smaller gap jump. In this case, only two riders are closely linked and we see a different kind of social effect: a watching group encourages one of the riders to take the gap jump solo, when he does not seem to have the necessary skill. As a result, when he attempts the jump, he is knocked unconscious. The analysis shows how coordinated activity does not always benefit participants, which highlights the need to carefully investigate the subtleties of co-operative action.</span></p> 2019-04-01T12:35:42+02:00 ##submission.copyrightStatement## Co-constructing utterances in face-to-face-interaction: A multimodal analysis of collaborative completions in spoken Spanish 2020-02-28T07:33:17+01:00 Alexander Teixeira Kalkhoff Dennis Dressel <p class="AbstractCxSpLast" style="text-align: justify; margin: 0cm -.3pt .0001pt 0cm;"><em><span style="font-size: 10.0pt; line-height: 150%; font-family: 'Helvetica',sans-serif;" lang="EN-US">This article examines collaborative utterances in interaction from a multimodal perspective. Whereas prior research has analyzed co-constructions </span></em><span style="font-size: 10.0pt; line-height: 150%; font-family: 'Helvetica',sans-serif;" lang="EN-US">ex post<em> as the result of local speaker collaboration on the basis of audio data, this study shifts the focus to co-constructing as a highly coordinated, embodied practice. By examining video data of Spanish interactions, this research aims to show how speakers systematically deploy a variety of linguistic and bodily resources that serve as points of joint orientation throughout the process of co-constructing utterances.<br></em></span></p> 2019-09-18T15:23:56+02:00 ##submission.copyrightStatement## Gesture, gaze and laughter 2020-02-28T07:32:39+01:00 Annerose Willemsen Myrte Gosen Tom Koole Kees de Glopper <p><span lang="EN-GB">This article analyses teacher conduct around episodes of subsequent student contributions during whole-class discussions. We scrutinised the teachers’ facilitating role in these episodes by systematically analysing their verbal as well as bodily conduct before, during and after the episodes, unearthing the teacher behaviour leading to and maintaining the discussion and the conduct bringing the discussion to an end. Our analysis reveals a large repertoire of conduct and proves that the teachers, while often refraining from verbal contributions, nonetheless actively foster the discussion by bodily means such as gestures, gaze and even laughter.</span></p> 2020-01-07T14:59:02+01:00 ##submission.copyrightStatement## Encouragement in videogame interactions 2020-02-28T07:33:04+01:00 Heike Baldauf-Quilliatre Isabel Colón de Carvajal <p><em>This paper explores how participants encourage each other in videogame interactions in private settings. </em><em>It aims to contribute to a better understanding of encouragement as multimodal practice in videogame interaction.</em><em> In the paper </em><em>we focus especially on a comparison of encouragements and instructions and argue that they are used differently: encouragements show another sequence structure than instructions, occur in particular contexts and are characterized by a specific turn design. We consider two types of encouragements. First we analyze encouragements occurring after a display of demotivation and projecting indices of re-motivation of the co-participant. Then we show encouragements produced to incite the encouraged player to continue his ongoing gaming action. This type of encouragements occurs when the instructed action is already going on and it is characterized by lexical repetition and a particular rhythmicity. Our study draws on a corpus of 21h video recorded mostly multiplayer videogame interactions in French. </em></p> 2020-01-07T14:54:04+01:00 ##submission.copyrightStatement##