Citation
Anamica, U. (2026). Impact Of Covid-19 on Haptics Communication-A Study among Middle School Children. International Journal of Research, 13(2), 146–153. https://doi.org/10.26643/ijr/2026/39
Dr. U. Anamica
Assistant Professor of English,
Jayaraj Annapackiam College for Women(Autonomous)
Periyakulam.
Abstract
Communication attaches humans with the universe. Solid communication among individuals and loved one’s shape character. Both Verbal and nonverbal communication reinforced relationships. Humans are trained to seek positive non-verbal communication at times of vulnerability, loneliness, and fearful situations. This paper attempts to prove that the lack of non-verbal communication during the pandemic has affected the learning experiences of the students and it specifically focuses on haptics, one of the forms of non-verbal communication.
Key Words:
Non-verbal, communication, kinesics, psych muscular, COVID-19, Pandemic.
Introduction
The impact of the COVID-19 outbreak has jammed almost all sectors of life on earth. The intimacy among the human community is traumatized. However people were at home on the days of wide-ranging lockdown, communication was interrupted. Higher education has experienced great changes, the indeterminate environment, health issues among family members, online classes, financial shocks, and lack of personal communication have caused adverse results. Online learning might have troubled the students’ routine learning experiences in academics, their plans for education, and their future employment chances. Above all communication among individuals and groups was troubled and schoolchildren were affected a lot because of this hostile situation.
Communication attaches humans with the universe. Solid communication among individuals and loved one’s shape character. Both Verbal and nonverbal communication reinforced relationships. Humans are skilled in seeking positive non-verbal communication at times of helplessness, isolation, and dreadful situations. This paper attempts to prove that the lack of non-verbal communication during the pandemic has affected the learning experiences of the students and the research specifically focuses on Haptics, one of the forms of non-verbal communication.
Non-Verbal Communication
Interpersonal communication was distressed because of social distancing and face masks. In reducing the spreading of the virus, technology was used as it guarantees remote communications. Applications such as Zoom, Google Meet, Skype, and Microsoft teams have become the medium of communication, predominantly in education. Though technology aided to have connectivity in education, it affected the non-verbal communication. Non-verbal communication connects without words in a sense it is deep, because it has emotive involvement. A small touch, facial expressions, gestures, postures, and eye contact penetrates the heart more than verbal communication. A teacher’s non-verbal communication expresses volumes more than her adorable lecture. A teacher’s smile, paralanguage, pitch, talking style, and other elements of nonverbal communication increase the holistic development of the students. Nonverbal communication has different forms: a) Proxemics b) Eye Contact c) Haptics d) Chronemics e) Posture f) General appearance g) Paralanguage h) Kinesics i) Facial Expression. Proxemics is physical space around oneself which varies based on our relationship with the individual.
The teacher services the students to be alert in the classroom by moving around. Without adopting successful proxemics, the teacher cannot give a successful learning experience or strong interaction. Eye contact is a powerful non-verbal communication that has a large impact on a student’s behaviour. Haptics is physical touch in the form of a handshake, pat on a shoulder, back-slapping, and the like, these behaviours impress the receiver and convey the message of the sender properly. A teacher’s positive haptics plays a vital role in the learning experience of the students. Chronemics is the type of non-verbal communication where an individual is ready to spare her/his time as a well-wisher. The punctuality of the teacher and willingness to wait and listen to the needs of the students make this type of non-verbal communication amiable. The posture of a teacher communicates to the students can develop confidence, power, and positivity. Arm position, body orientation, relaxed look, calm and assertive behaviour. The general appearance of the teacher like physique, height, weight, hair colour, skin, and clothing conveys non-verbal messages while the teacher interacts. The Facial Expression of a teacher has a great effect on communication. Among facial expressions like sadness, anger, fear, and happiness, a smile is a powerful positive non-verbal communication. Kinesics is bodily movements that communicate the content effectively. Kinesics holds the attention, emphasizes specific points, maintains the flow of classroom activity, and makes the students involved in the classrooms. Paralanguage includes pitch, inflection, voice, and rhythm which elicit students’ approval and enthusiasm.
Haptics
Non-verbal communication penetrates the heart than verbal communication. The COVID-19 pandemic horrified its core of it, so many students lost their attention in studies. Online classes can never be a replacement for regular classes. Because of this idea, a survey was taken among the middle school children of Theni district. 100 random samples were taken for the study. VII, VIII & IX standard students were chosen from various schools in Theni district. Twenty questions were prepared based on non-verbal communication which was devoid in their educational life during COVID-19. Most of the students accepted that they missed their teachers and friends. Though they met them during the virtual classroom, they could not get the satisfaction of meeting them personally.
A Socio-emotional development is inculcated among school children through non-verbal communication especially through haptics. Haptics communication comprises pat, slap, hug, handshake, tickle, hit, kick, embrace and etc. Haptics elicits different responses like fear, disgust, love, encouragement, gratitude, sympathy, anger, pain etc. Intentional or unintentional touch might have consequences either positive or negative. It sends information through sensory nerves and gets information through brain sensors and influences the psychological stimulus. Human feels abandoned and thwarted when there is no communication through touch as human beings are sense organisms. A teacher uses touch as an effective way of communication to nurture children. Specially among middle and below middle school children.
Results of the Survey
The results of the survey proved that students were unable to learn fully because they missed the psycho-muscular learning. The following diagrams would prove the importance of haptics communication in teaching and learning. Though twenty questions were given for a survey, the questions related to haptics alone is analysed here.
Figure 1.1
Figure 1.1 proved that students missed the patting of their teacher who gave them confidence through their touch. Positive Touch helps the students to move on in life. Sixty students missed the patting of their teacher and 33 students were in a dilemma, which proved that they might have liked the patting or expected a patting of their teachers. It indicates that may be could be considered in positive light.
Figure 1.2
Figure 1.2 proved that the physical intimacy among friends has entertained the students to work well on their academics. The isolated atmosphere during COVID-19 affected peer learning which is effective among learners. Fifty-two students said that they missed the peer teaching of their friends since they were not allowed to go outside. Thirty-three students marked as May be which means that they were confused in answering. It indicated that they would have missed peer learning experiences.
Figure 1.3
The result of figure 1.3 asserted that the students missed the touch of their friends which develops socio-emotional communication. At the middle school level children develop confidence, self-esteem inclusiveness through touch which diminish inequality . Forty-Four students actively admitted that they have missed the touch of their friends. Thirty-five students were in a confusion and they answered as may be which means they also might have missed the experiences of haptics.
Figure 1.4
Figure 1.4 asserted that they missed comfort of security from their teacher who developed confidence through touch. A congratulating handshake, or lovely kick to indicate teachers’ warmth towards the students might be the sources of happy school life. Thirty-three students said yes, as they missed their teachers comforting words or touch. Fifty students were so confused, that they were unable to decide which means that they would have experienced warmth of their teacher.
Figure 1.5
Figure 1.5 showed that fifty-seven students lost intimacy among classmates as they were isolated from schools and from society at large. School life is a happy life for children especially in the middle school level but the pandemic has deprived it from the students. Forty-three students replied Maybe which meant that sometimes they felt the same like others who said yes.
Summation:
Nonverbal communication links the sender and receiver. Even among grown-ups’ nonverbal communication works chiefly. A touch of a teacher or friend gives the students confidence and they feel secured. They believe in the systems and community through acceptance. Haptics communication develop self-esteem. At the middle school level, students learn social and emotional things through haptics communication. They need the fullest attention of the teacher and classmates. They learn and unlearn things through haptics communication. Most people remember our middle school life happily than other levels of learning. COVID-19 has disturbed haptics communication which are essential for interactive learning. The diagram showed that the students missed their physical activities in school as well as their teacher’s bodily communications. The minimum number of students have opted for No and most of them admitted that they missed playful learning processes. Few have answered as may be which also has to be considered as yes. The majority of them were in a dilemma and unable to decide whether they missed their teacher’s/friends physical presence or not. In prudential light, those who were in dilemmas have fifty percent of opportunities for answering yes. It is evident from the survey that the learning process is virtually incomplete, especially among middle school children.
Works Cited :
Wharton, Tim.(2009) Pragmatics and Non-Verbal Communication. Cambridge University Press.
Calero, Henry H. (2005) The Power of Nonverbal Communication. Silver Lake Publishing.
Jones, Lynette A. (2018).Haptics. The Mit Press Essential Knowledge Series.
Web Sources:
Acknowledgement:
The author Dr. U. Anamica, Assistant Professor of English) acknowledges the Financial Support from Jayaraj Annapackiam College for Women(Autonomous), Periyakulam under JACFRP SCHEME Ref: JAC/JACFRP-FACULTY/2/2021-’22.
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