Hobbs, grafe scary maze game ppt namle

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Transcript of Hobbs, grafe scary maze game ppt namle

  • 1. Schadenfreude on YouTube:
    Online Pranking as a Topic for Media Literacy Education in the United States and in Germany
    Renee Hobbs
    Temple University
    Media Education Lab
    Philadelphia, PA, USA
    SilkeGrafe
    Ruhr-Universitt Bochum
    Department of Education
    Bochum, Germany
    2011 NAMLE Conference Philadelphia, USA
  • 2. The Maze Game on Youtube
    http://www.youtube.com/watch?v=P_y8RdJ0HzY
    http://www.youtube.com/watch?v=W2R9YTXJeWE
    http://www.youtube.com/watch?v=TyOr9RAMzmM
    http://www.youtube.com/watch?v=q-MAR7n3qrQ
    http://www.youtube.com/watch?v=aQff6yj6vWA
  • 3. Research questions
    Are there differences between German and US examples of user-generated video depicting scary maze game?
    Are there specific content features of these videos that contribute to their popularity?
    Which classroom activities seem adequate to develop student skills of critical thinking, building empathy and moral reasoning?
    Methodology
    sample: n = 200
    video statistics from YouTube
    data collection:
    content analysis
  • 4.
    • YouTube as a mass medium
    • 5. viral videos
    • 6. from 2002: scare pranks or scary mazes
    • 7. YouTube search on scary maze game in July 2011:12.100 results
    • 8. global phenomenon
    Sources of images: lead.jpg, http://fc04.deviantart.net/fs71/f/2010/134/6/3/Man_Scared_Face_Reference_by_ahtibat_stock.jpg, http://im.videosearch.rediff.com/thumbImage/videoImages/videoImages1/youtube/rdhash4/W2R9YTXJeWE.gif
  • 9.
    • viewers: > 22.000.000
    • 10. comments: > 47.000
    • 11. ratings: > 45.000
    Scary Maze Prank
    -
    The Original
    • favorites: > 60.000
    • 12. likes: > 40.000
    • 13. dislikes: > 4.400
    • 14. most popular in:
    Source of images: http://www.youtube.com/watch?v=oh87njiWTmw
  • 15. Historical and theoretical background
    • historically well documented:
    ancient and medieval literature
    Source of images: http://3.bp.blogspot.com/_wjH8uj9ArzE/SQqxRgf4ocI/AAAAAAAAB1E/9VJwNfNyhfo/s400/court+jester.jpg
  • 16. Historical and theoretical background
    • historically well documented:
    ancient and medieval literature
    • television pranking: CandidCamera, VerstehenSieSpa
    Source of images: http://www.causematters.com/wp-content/uploads/candid_camera.jpg, www.welt.de/multimedia/archive/01070/ard60_87_verstehen_1070479p.jpg
  • 17. Historical and theoretical background
    • historically well documented:
    ancient and medieval literature
    • television pranking: CandidCamera, VerstehenSieSpa
    • 18. Schadenfreude, ridicule and (destructive) humor
    Source of images: http://mediamusings.dsc.rmit.edu.au/files/2011/05/mr-schadenfreude.png
  • 19. Differences between US and German videos
    >
    total length (sec.)
    125 (110)
    69 (65)
    >
    post scare reaction (sec.)
    28 (49)
    13 (18)
    editing
    >
    intro and/or titles (%)
    31.7
    8.6
    >
    music (%)
    7.5
    12.9
    >
    slow motion (%)
    14.9
    6.5
    >
    looping of emotional response (%)
    5.4
    17.8
  • 20. Selected results: Differences between US and German videos
    Gender
    • no major differences between countries
    • 21. no gender differences of victims
    • 22. more male pranksters (~ 57% in each country)

    Age
    prankster
    victim
    1.1
    7.5
    2.0
    26.7
    0-12
    67.3
    13-19
    45.5
    73.1
    89.2
    21.8
    6.5
    20 +
    25.7
    19.4
  • 23. Selected Results
    Characteristics of Most Popular Scary Maze Game Videos
    Example 1
    Example 2
  • 24. Selected Results
    Characteristics of Most Popular Scary Maze Game Videos
    Example 3
    Example 4
  • 25. approach
    approach
    media literacy
    produce
    analyze
    access
    become aware
    inquire
    reflect
    evaluate
    media in a variety
    of forms
    express
    communicate
    criticize
    participate
    media competence
    approach
    approach
    Core Principles of Media Literacy Education
  • 26. Exploring Online Videos:
    A Lesson for Grades 7 12

    Learning Outcomes: Students will
    • recognize different ways to categorize online videos by personal pleasure, genre, purpose, author, and audience response.
    • 27. gain knowledge about the research method of content analysis.
    • 28. strengthen discussion, listening, speaking and analytic skills.
    • 29. use comparison-contrast to identify patterns in media messages.
    • 30. reflect on the ethical relationship between the author, subject and audience.