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Abstract
The present study investigated computer-mediated communication in educational settings. Both horizontal and vertical interaction were assessed by using Bales's interaction process analysis. Participants were 56 children who studied in two classrooms. Students were able to communicate by writing text messages and by drawing pictorial messages. The duration of the study was two consecutive school years. Results show that horizontal interaction contains more emotional reactions than vertical interaction. The students expressed both positive and negative emotions. Strong emotions were observed especially in horizontal interaction. Moreover, the overall pattern of interaction changed from the 3rd to the 4th Grade. Children had more negative emotions in the 4th Grade than in the 3rd Grade. This study shows that computer-mediated communication can be used therapeutically.