Bridging contexts in video-based virtual dyadic communication: from asynchronous non-familiar contexts using pre-recorded introductions to synchronous familiar contexts operationalising engagement metrics

Abstract

Video-based dyadic communication is central to remote collaboration but often suffers from conversational imbalance, reduced trust, and disengagement due to the absence of in-person cues. These challenges vary with participant familiarity: unfamiliar dyads may face initial awkwardness and low trust, while familiar ones often experience unbalanced dynamics and limited turn-taking awareness. Despite the prevalence of virtual one-on-one meetings, structured interventions to support engagement across both contexts remain rare. This thesis addresses that gap through the design and evaluation of two solutions targeting asynchronous and synchronous interaction phases.

The first introduces Asynchronous Self-Guided Professional Introductions (ASGPIs) - structured pre-meeting video recordings that reduce awkwardness and foster trust. A controlled study showed that video-based ASGPIs significantly improved perceived team effectiveness and trust over text-based or no-introduction conditions. The second, focused on familiar dyads, presents a synchronous real-time feedback system visualising speaking balance, interruptions, and pauses through a subtle, user-informed dashboard. In a second study with returning participants, the system improved conversational equity, satisfaction, and behavioural self-awareness while reducing stress.

Together, these interventions form a novel framework for enhancing engagement across unfamiliar and familiar video-based dyads. The research demonstrates how asynchrony and synchrony can be applied as design strategies: asynchronous introductions to build trust, and perceived effectiveness, and synchronous feedback to support conversational awareness and balance. Contributions include the ASGPI framework, a professional familiarity questionnaire, formalised engagement metrics, and design principles for lightweight, adaptive, user-informed tools in professional, educational, and social settings.

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Identifiers

ORCID for m.c. schraefel: orcid.org/0000-0002-9061-7957

ORCID for Chris Freeman: orcid.org/0000-0003-0305-9246

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