Multimodal analysis within an interactive software environment: critical discourse perspectives

When marketing online degrees, institutions are simultaneously telling a story about what it means to be a student at that institution and about what it means to be an online learner. This study is an attempt to investigate and interrogate those stories, to analyze how we talk about online learning and to explore whether that linguistic framing is consistent with a broader socioeconomic critique of academic capitalism in the 21st Century. Using critical discourse and multimodal analysis, I examined the institutional websites devoted to the promotion and marketing of online programs at 18 public universities with high exclusively online enrollment (>4,000). This project describes the consistencies and contradictions embedded in the language and visual artifacts used to market and sell online learning to prospective students in the United States. I explored how these discourses reinforced and reconstituted broader social and lived realities of labor, time, and space. Placing online higher education as a phenomenon within the social context of neoliberalism, and academic capitalism, this study contributes a much-needed critical perspective to the intersection of two areas of inquiry in higher education research, online learning and institutional marketing.

Culture and society are produced through interactions between people, objects, and environments. Within these interactions it has become clear that the modes of spoken and written language are only some of a diverse range of modes involved in producing meaning and experience. As topics of study, the modes of spoken and written language have been joined by modes like gesture, gaze, composition, and layout. Multimodal discourse analysis names a range of approaches to studying social interaction and meaning as multimodal, that is, produced with and through multiple modes. However, multimodal discourse analysis is not about identifying and studying modes as isolated but rather about understanding the world as multimodal. This understanding is developed through theoretical and methodological developments. Three major theoretical bases are in use in multimodal discourse analysis: (a) Hallidayan systemic functional linguistics (SFL), underpinning a social semiotic and SFL approach; (b) mediated discourse analysis, underpinning a mediated action based approach; and (c) conversation analysis (CA), underpinning a turn-taking based approach. The simple idea of identifying modes beyond language belies the growing complexity of research in this area. The multimodal literature contains significantly different definitions of mode and different foci. For example, systemic functional approaches began by analyzing how meaning is embedded within images and artifacts, and these studies have been extended at times to include studies of interaction. Mediated discourse analysis focuses primarily on interaction and understands images and artifacts through how social actors interact with them, rather than seeking to decode possible meanings from the perspective of the analyst. Conversation analytic approaches also focus on interactions and only engage with images and artifacts as they appear in interaction. All three theoretical bases develop from studies of language. Researchers in CA still often argue that talk remains the most important mode, while social semiotics and mediated discourse analysis dispute this. Multimodal (inter)action analysis builds upon mediated discourse analysis but is the only approach designed specifically for the study of multimodal interaction and multimodal action. The ongoing development of frameworks within multimodal discourse analysis is indicative of intellectual diversity. For some scholars, this is a source of concern, and they attempt to unify multimodality, while for others it is desirable, especially for a research domain that offers applications to so many areas of social life. This bibliography explores central texts under the umbrella of multimodal discourse analysis in five domains: mediated discourse analysis, multimodal (inter)action analysis, social semiotics, systemic functional multimodal discourse analysis (SF-MDA), and conversation analytic style multimodality. A sixth area focusing on introductory texts begins the bibliography.

<p>Modern companies need to revisit and constantly improve their business practices in order to remain profitable in the light of the global competition. Digital Ecosystems (DE) have emerged as an innovative approach to business because they transcend traditional collaborative environments towards an interactive digital environment with the intensive participation of diverse external actors. However, adjusting the existing business processes to the digital environment is not simple, especially taking into account the culture of the DE actors and the characteristics of such environment. The same issue applies when the ecosystem is focused on software development as investigated in a Software Ecosystem (SECO). In this context, this study aims to understand how the management of traditional business processes can be applied into DE or SECO management. To this end, a systematic mapping study regarding business process management in DE and SECO is presented. This study is important since it helps researchers and practitioners to understand how these processes can provide inputs for modeling relationships among the DE actors, besides providing support to ecosystem managers. The study confirms that the use of business process management techniques or methods as a support for DE or SECO managers or developers is an emergent field.</p>

Electronic texts can be highly interactive. Forms of interactivity, such as hyperlinks, shortcuts or tags are not only signs to make meaning on the e-page but also space for actions and changing textual situations. Here, e-page interactivity and textual interaction become two different realms and make a gap between the text analysis and multimodal analysis. This case study aims to analyze the interactivity of the online tutorial booking and tracking application called ‘ ASP tutTrak’ by using a social semiotic multimodal framework for text and image analysis. The application is currently used in the Academic Success Center (ASC) of a tertiary level institution in the United Arab Emirates and was designed by the Information and Communication team of the same institution. The theoretical framework of the study presents multimodal social semiotics analysis of sites, signs and images of the ‘ASP tutTrak’ application through three metafunctions of communication (Halliday, 1978, Kress and Van Leeuwen, 1996, 2006). Since the application under consideration is in the academic domain, this study adapted Chou’s (2003) framework for interaction types for learner-interface and learner-content. Analysis of five sample pages indicate that the interactive meaning potentials of the digital text, interface and content are high and the application is interactive.

The article provides a brief overview of the origination of the foreign socio-semiotic approach to multimodal discourse analysis. Using the methods of diachronic analysis, interdisciplinary synthesis, abstraction and analogy, the author describes the formation and development of complex socio-communicative research technologies in combination with socially constructed cultural resources. Primary attention is paid to the development of multimodal research in social semiotics. The article characterizes M. Halliday’s idea of metafunctionality in relation to language and human social life, which paved the way for the study of the joint functioning of semiotic resources in various discourses to achieve communicative goals. The theory of R. Hodge and G. Kress, which accorded a semiotic status to everything related to humans and their activity, is described. In addition, G. Kress and T. van Leeuwen’s contextual approach to investigating multimodality and M. O’Toole’s visual grammar are presented as universal technologies for the study of semiotic resources. Some features of contextual and grammatical approaches within the framework of systemic functional multimodal discourse analysis are outlined. Particular emphasis is given to the description of R. Scollon’s, S. Wong Scollon’s and S. Norris’ multimodal interactive analysis. The importance of R. Scollon’s idea about discourse as a dynamic social practice and language as a tool for performing actions is highlighted. S. Norris’ attempt to establish a universal unit of multimodal analysis as the smallest unit of pragmatic analysis in communication involving any modality is presented. Visual transcription is described as an effective method of analysing communication mediated by modern digital technologies.

Recovery after orthopedic surgery largely depends on the quality and effectiveness of rehabilitation. Traditionally, conventional physiotherapy has been the main approach used to restore movement, strength, and functional independence. In recent years, virtual reality (VR)–based rehabilitation has emerged as an innovative alternative that combines therapeutic exercises with interactive digital environments. This review compares the outcomes of conventional physiotherapy and VR-based rehabilitation among post-orthopedic surgery patients, using clinical experiences and available evidence relevant to Awka, Anambra State, Nigeria. The review focuses on functional recovery, patient engagement, balance, pain management, and overall rehabilitation outcomes. Evidence from recent studies suggests that while both approaches improve physical function, VR-based rehabilitation may enhance patient motivation, adherence to therapy, and balance performance. However, challenges such as cost, limited infrastructure, and lack of technical expertise may restrict widespread adoption in low- and middle-income settings. The review highlights the potential of integrating VR into rehabilitation practice in Awka as a complementary tool rather than a replacement for conventional physiotherapy.

The incorporation of artificial intelligence and digital technologies into the educational context has led to significant transformations in pedagogical practices, particularly in the teaching of Physical and Biological Sciences. This study aimed to analyze the pedagogical contributions of artificial intelligence and digital technologies to science education, discussing their potential, challenges, and educational implications. This is a qualitative study with a descriptive and exploratory approach, developed through a systematized literature review. Data collection was carried out using scientific articles, books, and institutional documents published between 2021 and 2026 in recognized national and international databases. The results indicate that artificial intelligence contributes to the personalization of learning, increased student engagement, the adoption of active learning methodologies, and the facilitation of understanding complex scientific phenomena through simulations, modeling, and interactive digital environments. However, relevant challenges were also identified, including ethical issues related to data use, limitations in teacher training, unequal access to technologies, and risks associated with the uncritical use of digital tools. The discussion highlights the importance of pedagogical mediation, instructional planning, and continuing teacher education for the responsible and effective use of artificial intelligence in Physical and Biological Sciences education. It is concluded that, despite its high pedagogical potential, artificial intelligence must be integrated into educational contexts in a critical and ethical manner and aligned with educational objectives in order to effectively contribute to improving the teaching and learning process.

General Background Game-based language learning has increasingly been adopted in English as a Foreign Language classrooms to support speaking practice through interactive digital environments. Specific Background One such approach is the use of Word Adventure, a gamified learning tool designed to simulate real-life communication scenarios for junior high school learners. Knowledge Gap Previous studies on game-based language learning have largely emphasized learning outcomes, while limited attention has been given to learners’ own perspectives, particularly in contexts with constrained internet access. Aims This study aimed to explore how Word Adventure supports the development of students’ speaking skills and to examine students’ perceptions and experiences when using the game in EFL instruction. Results Using a qualitative descriptive design, data from semi-structured interviews with four seventh-grade students revealed increased motivation, confidence, fluency, and contextual language use, alongside heightened enjoyment and collaborative learning, although technical and conceptual challenges were reported. Novelty This study provides learner-centered qualitative evidence on an online–offline accessible game-based tool by foregrounding students’ lived experiences in speaking practice. Implications The findings suggest that Word Adventure can serve as a practical alternative for fostering speaking development and learner engagement in junior high EFL contexts with limited technological infrastructure. Highlights: Learners reported stronger engagement and willingness to participate in oral practice. Repetitive interactive tasks supported smoother and faster oral production. Narrative-driven activities encouraged cooperation and meaningful classroom interaction. Keywords: Game-Based Language Learning, Speaking Skills, Student Perceptions, EFL Classroom

Long-term intervention through online courses in music education: Impact on assessment, performance, creativity, and musical culture.

Using an approach inspired by critical multimodal discourse analysis and social semiotics, this chapter examines representations of architecture in children’s picturebooks from three nations in the Asia-Pacific region with diverse cultural backgrounds, physical geographies and histories, namely Australia, Singapore and China. The chapter focuses on the similarities and differences in representations of architectural domains in these books and how the social practices, depicted in various spaces defined through modern architectural design, function to instil core values in relation to the individual, family, community and society. In addition, comparisons with traditional buildings are drawn to examine how the three nations have adjusted to the pressures of modernity. The analysis shows that while the family home is central and clearly demarcated from public spaces in each case, the nature of the depicted spaces and the social activities which take place within them are different for each country. The chapter concludes with the observation that, unlike western European countries which look wistfully back at the past, children’s illustrated books from these nations in the Asia-Pacific region, regardless of their individual differences, have their eyes firmly fixed on the present with aspirations for the future.

This study focuses on public signage on Wilton Drive in Wilton Manors, Florida – a homonormative space that privileges the representation of the experiences and needs of particular groups of gay men to the exclusion of other sexualities. I use a linguistic landscape methodology to conduct a multimodal critical discourse analysis in which I identify prevalent affective regimes discursively surfacing in public signage on Wilton Drive. My research interest lies in the question of how affective regimes are produced through signage practices, and how they shape social representation in this homonormative space. After a theoretical outline of the concepts of linguistic landscape, affect and affective regimes, I illustrate and analyze the discursive construction of three types of affective regimes that are particularly common in this context: love, tolerance and homonationalism. The analysis shows how the three affective regimes contribute to making Wilton Drive a space in which specific social normativities prevail, but also takes a critical look at the downsides of such discursive constructions.

This article offers a multimodal discourse analysis of the picturebook Daddy, Papa, and Me (2009), in which there is a two-father family with a child. The aim of this article is to analyse how the written text and the visual create meaning and to observe if the child has a symmetrical relationship with both fathers. We will follow the method of Visual Social Semiotics developed by Kress and van Leeuwen (2006) based on Halliday’s Systemic Functional Linguistics, in order to explore the representational, interpersonal and compositional meanings. The analysis will show that the child and his fathers are dynamic, as the actions represented in the visuals and the use of materials makes clear. However, the multimodal analysis does not encourage interaction with the readers, because most of the visuals are offers and the predominance of oblique angles. Images and written text are intergrated in the layout, but visuals are salient so that children can understand the meaning of the picturebook just looking at the images. The writer and the illustrator collaborate to tell the story in a simple way, with the aim of making the plot accessible to children and to invite them to identify with the actions being narrated.

The article examines government communication on the Instagram against the backdrop of the theory of technological determinism. In light of this theory, communication technologies determine communication (hard determinism) or create new communication opportunities that are not a necessity (soft determinism). The aim of the article is to explore government communication on the Instagram using German Ministry of Foreign Affairs (Auswärtiges Amt) as an example. Drawing on linguistics and media studies and using multimodal analysis, the authors check whether Instagram forms of expression, trends and viral formats have penetrated government communication about important national and international issues. Drawing on Magdalena Makowska’s multimodal analyses, the authors analyze the multimodality of government posts on Instagram. The conclusions from the qualitative analysis may become a contribution to further quantitative explanatory analyses and considerations on the role of platforms in contemporary society, not only at the local level but also at the national and international level.

This study offers a critical and multimodal discourse analysis of Trump’s anti-immigration rhetoric during the final weeks of the 2024 U.S. presidential campaign. Drawing on a corpus of 135 annotated video clips totalling 180 minutes and primarily sourced from the X platforms TheWarRoom and The Blazen – the analysis investigates how discursive, rhetorical, and gestural strategies construct a consistent anti-migrant posture. The study reveals that Trump deploys a combination of dehumanizing metaphors, militarized language, and emotionally charged narrative elements to frame migrants as existential threats. Through repetition, hyperbole, and generalization, his discourse reinforces ideological polarization and normalizes extreme political responses. Migrants are systematically portrayed as criminals, invaders, and carriers of disease, while Trump’s use of gesture – particularly beats, deictic pointing, and eyebrow raises—further intensifies the rhetorical impact of his claims. The conflation of terms such as “asylum seekers”, “illegal immigrants”, and “criminals” adds to a climate of confusion and fear, amplified by selective references to statistical data. The study concludes that Trump’s multimodal discourse contributes not only to legitimizing harsh immigration policies but also to shaping public affect and political identity through the strategic mobilization of fear. This research thus illustrates the rhetorical power of populist discourse in constructing socially divisive narratives under the guise of national defense.

<div>Abstract<p>P-MartCancer is an interactive web-based software environment that enables statistical analyses of peptide or protein data, quantitated from mass spectrometry–based global proteomics experiments, without requiring in-depth knowledge of statistical programming. P-MartCancer offers a series of statistical modules associated with quality assessment, peptide and protein statistics, protein quantification, and exploratory data analyses driven by the user via customized workflows and interactive visualization. Currently, P-MartCancer offers access and the capability to analyze multiple cancer proteomic datasets generated through the Clinical Proteomics Tumor Analysis Consortium at the peptide, gene, and protein levels. P-MartCancer is deployed as a web service (<a href="https://pmart.labworks.org/cptac.html" target="_blank">https://pmart.labworks.org/cptac.html</a>), alternatively available via Docker Hub (<a href="https://hub.docker.com/r/pnnl/pmart-web/" target="_blank">https://hub.docker.com/r/pnnl/pmart-web/</a>). <i>Cancer Res; 77(21); e47–50. ©2017 AACR</i>.</p></div>