Embracing emojis: Bridging the gap in workplace technology adoption and elevating communication effectiveness

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Abstract

An emoji is a small digital picture or icon that is used in electronic messaging to show a feeling, thought, or idea. Emoticons are frequently employed in written communication, such as text messaging, social media platforms and various digital mediums, with the purpose of expressing emotions or providing more meaning to a statement. Adopting emojis in the professional environment has become a modern method to convey emotions, offer feedback, and express appreciation amongst peers. This exploration underlines the intersection of technology – specifically the use of emojis – and its influence on interpersonal interactions and dynamics within the professional setting. This draws attention to the need for effective communication, setting clear expectations, and understanding the implications of technology on workers' attitudes and behaviours. For deeper analysis, this study employs two pivotal frameworks: the theory of operant conditioning and the Technology Acceptance Model (TAM). The former probes into the effects of outcomes, such as the usage of emojis, on employees' behaviours in the office context. The latter, on the other hand, explores the acceptance and perceptions employees have towards such technological innovations. Emphasizing effective communication becomes paramount when we consider the role technology plays in shaping our interactions and viewpoints. While emojis can potentially enhance the clarity and effectiveness of communication, they come with their set of challenges. It's vital to approach their use with discretion, particularly in sensitive scenarios like performance evaluations. In such contexts, the margin for misunderstanding is high, and incorrect interpretations can lead to unintended consequences.

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APA

Y, P. R., Aiswarya, B., & Jenifer Arokia Selvi, A. (2025). Embracing emojis: Bridging the gap in workplace technology adoption and elevating communication effectiveness. Journal of Information Technology Teaching Cases, 15(1), 156–162. https://doi.org/10.1177/20438869231220676

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