hobbs and grafe schadenfreude and online pranking videos
DESCRIPTION
Hobbs and Grafe explore cultural differences in online pranking videos as a means to discuss the ethics of online pranking. Presentation at NAMLE, July 2011 http://namle.netTRANSCRIPT
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Schadenfreude on YouTube: Online Pranking as a Topic for Media Literacy
Education in the United States and in Germany
2011 NAMLE Conference Philadelphia, USA
Silke GrafeRuhr-Universität BochumDepartment of EducationBochum, Germany
Renee Hobbs Temple University Media Education LabPhiladelphia, PA, USA
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http://www.youtube.com/watch?v=P_y8RdJ0HzY
http://www.youtube.com/watch?v=TyOr9RAMzmM
http://www.youtube.com/watch?v=aQff6yj6vWA
The „Maze Game“ on Youtube
http://www.youtube.com/watch?v=W2R9YTXJeWE
http://www.youtube.com/watch?v=q-MAR7n3qrQ
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Research questions
1. Are there differences between German and US examples of user-generated video depicting “scary maze game”?
2. 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
data collection:
sample: n = 200
video statistics from YouTube
content analysis
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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
• YouTube as a mass medium
• viral videos
• from 2002: “scare pranks” or “scary mazes”
• YouTube search on “scary maze game” in July 2011:12.100 results
• global phenomenon
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Source of images: http://www.youtube.com/watch?v=oh87njiWTmw
“Scary Maze Prank-
The Original”
• viewers: > 22.000.000
• comments: > 47.000
• favorites: > 60.000
• likes: > 40.000
• dislikes: > 4.400
• most popular in:
• ratings: > 45.000
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Source of images: http://3.bp.blogspot.com/_wjH8uj9ArzE/SQqxRgf4ocI/AAAAAAAAB1E/9VJwNfNyhfo/s400/court+jester.jpg
Historical and theoretical background
• historically well documented: ancient and medieval literature
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Historical and theoretical background
• historically well documented: ancient and medieval literature
• television pranking: “CandidCamera”, “Verstehen Sie Spaß”
Source of images: http://www.causematters.com/wp-content/uploads/candid_camera.jpg, www.welt.de/multimedia/archive/01070/ard60_87_verstehen_1070479p.jpg
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Historical and theoretical background
• historically well documented: ancient and medieval literature
• Schadenfreude, ridicule and (destructive) humor
• television pranking: “CandidCamera”, “Verstehen Sie Spaß”
Source of images: http://mediamusings.dsc.rmit.edu.au/files/2011/05/mr-schadenfreude.png
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Differences between US and German videos
total length (sec.) 125 (110) 69 (65)
post scare reaction (sec.) 28 (49) 13 (18)
intro and/or titles (%)
editing
31.7 8.6
music (%) 12.9 7.5
slow motion (%) 14.9 6.5
looping of emotional response (%)
17.8 5.4
>
>
>>>>
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Selected results: Differences between US and German videos
victimAge
26.7 7.5
13-19 45.5 73.1
0-12
20 + 25.7 19.4
Gender
prankster
2.0 1.1
67.3 89.2
21.8 6.5
• no major differences between countries
• more male pranksters ( 57% in each country)
• no gender differences of victims
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Selected Results
Characteristics of Most Popular Scary Maze Game Videos
Example 1
Example 2
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Selected Results
Characteristics of Most Popular Scary Maze Game Videos
Example 3
Example 4
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approach
approach
appr
oach
approach
“media competence”
media literacy
Core Principles of Media Literacy Education
evaluate
access
produce analyze
reflect
become aware
media in a variety of forms
criticize
express
inquire
participate
communicate
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Learning Outcomes: Students will
• recognize different ways to categorize online videos by personal pleasure, genre, purpose, author, and audience response.
A Lesson for Grades 7 – 12Exploring Online Videos: Exploring Online Videos:
• gain knowledge about the research method of content analysis.
• strengthen discussion, listening, speaking and analytic skills.
• use comparison-contrast to identify patterns in media messages.
• reflect on the ethical relationship between the author, subject and audience.
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Engage
Online Videos: What we like and dislike
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How to Categorize Internet Video?
• Videos I Like – Videos I Dislike• Music Video – Movies – Sports – Reality, etc.• Amateur – Professional• Information – Entertainment – Persuasion• Socially Acceptable – Controversial
Analyze
WHY IS IT IMPORTANT TO THINK ABOUT THESE WAYS OF CATEGORIZING INTERNET
VIDEOS?
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Transition: The Scary Maze Game Videos
Basic facts and student familiarity
Sharing our reactions
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Analyze: create a chart
Content AnalysisA systematic approach to examining patterns in the
content of media messages
WHAT PATTERNS IN SCARY MAZE VIDEOS CAN YOU FIND?
URL WHO IS THE VICTIM?
HOW DOES THE VICTIM REACT?
WHO IS THE PRANKSTER?
HOW DOES THE PRANKSTER REACT?
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Learn and discuss
A Social Taboo Becomes Normalized
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Reflect
Reflecting on ethical issues and on our Social Responsibilities as Authors and Audience Members
Subject
(Victim)
Author
(Prankster)Audience
Discussing moral dilemmas: Imagine your best friend asks you to upload a scare prank video of his little sister to YouTube. What would you do?
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Silke GrafeRuhr-Universität BochumDepartment of EducationBochum, Germany
http://www.ife.rub.de/unterrichtsforschung
Email: [email protected]
Renee Hobbs Temple University Media Education LabPhiladelphia, PA, USA
http://mediaeducationlab.com
Email: [email protected]