DISSERTATION PROPOSAL

REFLECTIVE LEARNING WITH INTERACTIVE NARRATIVE

INTERFACE IN A GAME ENVIRONMENT

Hui-Chun Hsiao, Ph.D. Candidate in Art Education

Presented to the Art Education Program in the School of Visual Art

at The Pennsylvania State University in partial fulfillment of the requirements for

the degree of Doctor of Philosophy

July 2006

Reflective Learning with Interactive Narrative Interface in a Game Environment

Introduction..................................................................................................................................... 3

Purpose of the Study ....................................................................................................................... 6

Description of the Sims 2 ................................................................................................................ 7

Research Questions......................................................................................................................... 9

Methodology................................................................................................................................... 9

Case Study with Qualitative Data................................................................................................. 10

Selection of Research Participants ............................................................................................... 10

Researcher’s Role in the Study ..................................................................................................... 12

Data Collection from Documents ..........................................................................................12

Data Collection from Archival Records ................................................................................13

Data Collection from Interview Data ....................................................................................13

Trustworthiness and Credibility ................................................................................................... 13

Data Analysis Techniques............................................................................................................. 14

Framework for Analyzing Data .............................................................................................15

Limitations of the Study................................................................................................................ 20

Significance of the Study.............................................................................................................. 20

Working Chapter Outline for Final Report................................................................................... 22

Reference ...................................................................................................................................... 24

Appendices………………………………………………………………………………….........27

A. IRB Package………………………………………………………………...……………27

B. The Sims 2 Story Sample and Results of Pool …………………………………...………39

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C. Proposed Time Schedule for Completing the Study …………………………....…..……46

D. Bibliography for the Final Study…………………………...…..…………………...…..…….48

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Reflective Learning with Interactive Narrative Interface in a Game Environment

Introduction

Ever since Spacewar 1 was invented in 1962, digital games, which are generally

known as video games and computer games, have been part have been part of popular

culture for over 30 years and have had a significant social, economic, political, and

technological impact on society (Newman, 2004). Not only for the young, playing digital

games today cuts across age and gender2 lines and has become an important part of our

culture. As a result, digital games have caught the attention of scholars from fields as

diverse as media design, literature, computer science, theatre studies, and education––

studies in all of these areas are contributing to understanding of this emergent medium

and its phenomena.

During more than 20 years of discussion, academic interest in digital games has

slowly shifted from early ‘do-games-induce-violent-behaviors studies’, towards the

relevant discussion of the potential in this new medium in other contexts or for other

purposes, such as learning rather than just for entertainment. The unsatisfying experience

of directly adopting game formats into educational contexts has driven researchers to the

study of successful (commercial) digital games, in particular examining the play activities

of digital games and the principles underlying the design of digital games to establish rich

learning contexts (Endestad & Torgersen, 2003; Gee, 2003; McCormick, 2001; Prensky,

1 Spacewar (1962) can be viewed as the first invented commercial digital game. 2 According to ESA’s 2006 essential facts about the computer and video game industry, the average game player is 33 years old; 25% of Americans over the age of 50 played video games in 2005. Thirty-eight percent of all game players are women. In fact, women over the age of 18 represent a significantly greater portion of the game-playing population (30%) than boys age 17 or younger (23%). A total of 42% of online game players are female.

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2003; Roussou, 2004; Sandford & Williamson, 2005; Shaffer, Squire, Halverson, & Gee,

2004; Squire, 2003; Wallace, 2005).

In terms of learning, digital games in the early part of the 21st century are not seen

as merely involving low-level skills, such as eye-hand coordination and fast reflexes

(Greenfield, 1984), but as a powerful, emerging tool in advanced learning. A growing

body of studies have reported that digital games are powerful contexts for learning

because they can offer opportunities for “new experiences to immerse oneself in another

world, a different identity, and through that immersion to learn both the competencies

and knowledge associated with that identity” (Gee, 2003, p. 60). This immersion, and the

engagement engendered through gameplay, is often cited as a compelling reason for

introducing games formats into the learning environment.

However, while digital game play has the potential to provide meaningful

learning experiences, most statements relate directly to learning that stems from game

activities. Relatively few concern the emotional experiences and reflections that occur

within game play. Games have been claimed as a reflexive system rather than a reflective

environment, containing too many actions and only a little time for reflection. On the

other hand, today’s games, such as role playing, adventure, simulation, strategy and

puzzle games, often proceed at a slower pace that offers more built-in reflective ‘space’

and ‘time’ for reflection (Prensky, 2003; Squire, 2004). A growing body of studies also

suggests that if we believe that all game-based learning is experiential learning, then

learning from the experience of game play must include reflection (Egenfeldt-Nielsen,

2005; Gee, 2003, 2005; Prensky, 2005; Squire, 2004; Squire & Jenkins, 2003; Vaupel,

2002; Wallace, 2005). Even those studies that emphasize the importance of reflection in

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learning, most of these studies still focus attention on the reflection that occurs as a game

player consciously and purposefully applies ideas while strategizing and implementing

each phase of problem solving. These studies ignore other hidden opportunities to trigger

the significant reflection that leads to learning, such as storytelling and the construction

of identities within game play.

Over the last few years, the notion of narrative in digital games has been a subject

of controversy. Ludologists3 have raised the issue that games are non-narrative by nature,

while some other researchers4 have considered games and the game play process itself

highly narrative. Taking a close look at the debate, arguments on both sides are

problematic and fail to acknowledge that gaming is a maturing media that might offer

some unique and specific functions to support players' imagination, creativity, and

satisfaction within a new spatial environment for storytelling. From this perspective, I

will assume a middle-ground position to argue a concept that I call interactive narrative

interface as a possible way to create a synthesis between storytelling and ludic playing in

emerging narrative structure games. Through this narrative interface, games provide

dynamic, complex, and interactive ways in which players may navigate, explore, play,

and even tell stories in spatial narrative environments, making it possible for narrative to

take place interactively in game play.

Researchers, that take a cultural approach to investigating how games are

interpreted for their meaning and significance to the player, contribute to an

3 In reference to Latin term ludus, meaning “game,” Ludologists are researchers who study games as emerging and formal rule systems and reject any approach to game analysis that includes narrative or any other preexisting media. 4 They are called Narrativists, who view digital games as potentially emerging variations of the narrative form.

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understanding of how players conceptualize self, their relationships with others, and to

their constructed sense of the world. Turkle (2005) argues that games offer themselves

“as models of mind and as evocative objects, objects to think with, for thinking about a

range of philosophical and psychological questions, including questions about knowing,

selfhood, and what we mean when we say something is alive” (p. 267). Analogously,

Jenkins (2005) argues that digital game play is a technologically, economically,

aesthetically, socially, and culturally important medium that must be examined by anyone

who wishes to gain an understanding of the ways in which digital games are currently

transforming our construction of personal and cultural identities. Thus, digital game play,

in a sense, can be viewed as lived experiences that invite a renaissance perspective of the

world in which we live and of the construction of personal and cultural identities

(Rushkoff, 2005).

However, such a construction of identity and reflection occur through game play

and narrative. This may promote some level of learning, which perhaps even more

significant than their current instantiations, has not yet been seriously examined in detail.

Purpose of the Study

Using the digital game The Sims 2 as an example, this study is designed to

advance understanding of how digital game play provides an interactive narrative

interface through which players may play, explore, and express themselves through

storytelling. Ultimately, the goal of the study is to discover whether the experience of

narrative creation in game play encourages reflective learning and the construction of

identity.

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Description of the Sims 2

In combining artificial intelligence techniques and advanced simulation systems,

the digital game, The Sims 2 (TS2), provides a life-like narrative structured environment

for player exploration, making it one of the most powerful and dynamic story

environments ever created. Through actors, sets, props, storyboards, cinematic camera,

and even audiences, TS2 contains all of the classic elements needed to tell compelling

stories. In a sense, TS2 creates more narrative possibilities uniquely suited to the digital

medium than has any previous game. In playing the game, participants are encouraged to

draw on their understandings of ‘real life’ to produce narratives relating to sociability and

interpersonal relationships (Nutt & Railton, 2003). Moreover, the TS2 player community,

arguably the largest community in game history, provides artistic creations, fictional

narratives, ongoing in-depth discussions of play, and descriptions of real-life experiences

that have intermingled to become a firm network that supports social interactions and

learning. (See Figure 1.) Thus, The Sims 2, by dint of its distinctive nature along with its

dynamic affinity community, appears to be an ideal case study for this research.

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Figure 1. Interactive Narrative Interface of the Sims 2

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Research Questions

In order to contextually understand the nature of The Sims 2, its players’

experience and learning potential, I pose the following questions:

Can the experiences of narrative creations in playing the digital game, The Sims 2,

facilitate reflective learning and construction of cultural identity through

interactions in the onsite game and its online communities? If so, how are the

experiences from playing the digital game, The Sims 2, supportive of such learning?

Subquestions:

1. How does The Sims 2 (TS2) provide an interactive narrative interface for its

players?

2. In what ways does TS2's online communities support engagement and

learning in play?

3. In what ways does TS2 facilitate construction of identity?

4. In what ways does TS2 promote reflective learning?

Methodology

To better answer the research questions posed above, a qualitative case study

method will be employed in this investigation. Case study has been defined as a research

strategy that “focuses on understanding the dynamics present within single settings”

(Eisenhardt, 1989, p. 534) and as a research method that enables “an empirical inquiry

that investigates a contemporary phenomenon within its real-life context when the

boundaries between phenomenon and context are not clearly evident; and in which

multiple sources of evidence are used” (Yin, 1984, p. 23).

10

Case Study with Qualitative Data

Unlike quantitative research, which generally describes trends applicable to

populations or provides an explanation of the relationship among variables, qualitative

research attempts to explore, describe, and understand a central phenomenon (Creswell,

2001). In choosing to use a qualitative approach for this case study, I will collect

qualitative data, analyze the information gathered, and interpret the meaning of the

information from the specific data collected, rather than draw conclusions about the data

based on general propositions or theories.

Selection of Research Participants

Unlike other games sites that only provide basic functions—such as technical

support, downloadable materials, and discussion forums for the players—the TS2 official

site distinctively endows its players with personal space for their creations (character,

lots, and stories), personal blog, and guestbook. By doing so, about one million players5

(i.e., TS2 members) participate in the largest and most organized amongst all gaming

Web sites, “inhabiting” it to form affinity groups and to share their play experiences,

stories, and thoughts within the TS2 site.

In this study, I will post the research recruitment announcement (see Appendix A)

on the TS2 official site at three times on one Saturday in June of 2006 in order to identify

potential research participants. In selecting research participants from the research

volunteers, a purposeful sampling strategy (Patton, 1990) will be adopted and used to

select and screen three research participants from among those who respond to the

5 The Sims 2 sold more than one million copies at retailers worldwide within the first ten days. About 55 million copies (including expanded packs) were sold by May 2006.

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recruitment announcement and show interest in participation. (See Figure 2.) A

purposeful sampling strategy is used to select information-rich cases from which a

researcher may learn much about the issues that are important for an in-depth study

(Patton, 1990). The inclusion criteria are:

1. Frequent and longevity of posts: (a) Update his/her personal blog on TS2 official

site at least once each month, and (b) participate in an online discussion at least

twice each month for at least 6 months;

2. Share stories or movies online—have posted at least two stories or movies online;

and

3. Must be over 18 years old.

If more than three potential candidates are left in the sample pool, then the intensity

sampling approach will be used to sift out the three final research participants from those

whom posted stories either the most stories, or of a different nature than the others (e.g.,

true stories, Sims life stories, tragedy or ponderings and observations)

Figure 2. Research Participant Selection Process

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Researcher’s Role in the Study

Viewing this inquiry as a close and interactive process between the researcher and

the research participants, in this study, the researcher will play multiple roles at different

research stages: (a) as a player, to contribute knowledge of digital games for the TS2

analysis; (b) as a participant observer, to post recruitment notices in order to identify

research volunteers on the TS2 official site; (c) as an observer, to record actions and

potential research participants' artifacts and discussion online; and (d) as a neutral

researcher, to conduct interviews, gather relevant data, and analyze and interpret the data

collected.

Gathering and Managing Research Data

As sources of evidence in a case study, Yin (1994) recommends six types of

information: documents, archival records, interviews, direct observation, participant

observation, and physical artifacts. In this study, I will gather data from several sources,

such as documents, archival records, and interviews.

Data Collection from Documents

Documents that I will collect and analyze include TS2 game reviews, the design

team’s work diaries, game developers’ interviews, and game players’ interviews. For

validity, the documents will be carefully reviewed to avoid the inclusion of incorrect data

in the database. These document data will be used in the analysis and will provide basic

understandings of the nature of the digital game The Sims 2 and its online community.

These documents will also help to corroborate evidence gathered from other sources.

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Data Collection from Archival Records

Archival records that I will collect and analyze include TS2 online survey data,

online discussion forum records, live chat transcripts, participants’ game diaries, and

participants’ artifacts (stories, movies, houses, characters, and objects design). All of the

archival data will be collected from the TS2 official site by the researcher to determine

the origin of the records and their accuracy. These records will provide important data

concerning the player’s experiences with TS2.

Data Collection from Interview Data

Semi-structured interviews will be the primary data collection strategy in this

research. The interview, which will consist of approximately 13 open-ended questions,

will be conducted according to the interviewee's schedule and availability. (See Appendix

B.) Research participants will be asked to choose the interview methods they prefer:

phone, email, or instant message system (e.g., Microsoft Messager, Yahoo Messager, or

Skype). Moreover, spontaneous follow-ups will be conducted with research participants

to clarify their responses to the 13 interview questions. Follow-ups will be used to clarify

interview responses that concern the focus of this study.

Trustworthiness and Credibility

Since qualitative and quantitative research differs in their worldviews, they

require different kinds of paradigms to evaluate their worth. Lincoln and Guba (1985)

recommended using the term "trustworthiness", along with "credibility" as an operational

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term, to refer to verification in qualitative studies. To ensure trustworthiness and

credibility, I will use the following strategies in this study.

• Data Triangulation—data source triangulation will be used to ensure accuracy

in construct validity (Stake, 1995). Data collected from participants' artifacts

(movies/stories), participants' game diaries and online discussions, and

participants' interview data will generate a solid data triangulation for this

study. (See Figure 3.)

Figure 3. Data Triangulation

• Prolonged engagement with and observation of informants—I have played

and been a member of the TS2 official site since the game was released in

2003, and have become an active participant, observing and recording data

since this research idea came to mind in 2004.

Data Analysis Techniques

Bogdan and Biklen define qualitative data analysis as “working with data,

organizing it, breaking it into manageable units, synthesizing it, searching for patterns,

15

discove l tell

ing Data

For data analysis purpose, all of the data will be carefully examined, categorized,

hree-dimensional framework for analyzing digital games

will b

(See

ll analyze document data to reveal the rules and technologies embedded in

h (Jenkins, 2004; Murray, 1997; Ryan, 2001) concerns

ames

ring what is important and what is to be learned, and deciding what you wil

others” (1982, p. 145). Since qualitative data analysis is inductive rather than deductive

(Creswell, 1998), in this study I will analyze the data and then develop concepts and

categories, rather than begin with theory, predict a pattern of results, and examine the

data to test a theory.

Framework for Analyz

and tabulated. Aarseth’s (2003) t

e used as the conceptual foundation in this analysis. They are —gameplay, which

refers to the players’ actions, strategies and motives; game-structure, which covers the

rules of the game, including the simulation rules; and game-world, which contains game

fictional content, topology/level design, textures, etc. Due to the nature of this

framework—game rules construct the game world in which game play occurs––the data

analysis will also follow this order: game-structure, game-world and gameplay.

Figure 4.)

Game- structure.

I wi

TS2. A spatial narrative approac

g as navigable spaces, which is its game-structure, provides narrative experiences

for players while the game is played. Spatial narrative as the game-structure will be

investigated to understand how the TS2 narrative element can be spatially embedded in

game design.

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Game world.

I will use an emergent narrative approach (Jenkins, 2004; Pearce, 2004; Salen &

immerman, 2004) to examine the game-world’s fictional content, features, textures, and

ine how these elements form an interactive narrative

es and

y experiences through activity

wing Stake’s (1995) suggestions for data analysis procedures. Stake

ded in the

ve

ews

Z

level design in TS2 to determ

interface where players can create and tell their own stories interactively. An emergent

narrative approach will involve analysis of documents, archival records, and interview

data in order to understand the form, mode, type, and particular storytelling process

meanings interpreted by the research participants.

Gameplay.

Research participants’ online discussions, game diaries, and interview data will be

analyzed in order to understand the full range of pla

practices in TS2 follo

described these procedures as categorical aggregation or direct interpretation,

correspondences and patterns, and naturalistic generalizations. I will analyze the

interview data through examination and coding the direct interpretations by the individual

participants. Then I will seek to find patterns. From establishing patterns groun

data, I will develop context-bound naturalistic generalizations. These naturalistic

generalizations then will be related back to information gleaned from the literature review

and other relevant documents in order to translate the patterns and thick descriptions that

concern my research questions in relation to prior studies and theories on interacti

narrative, and identity construction, and reflective learning. As patterns begin to emerge

in sets of data, certain evidence may stand out as being in conflict with the patterns that

emerge triangulating the data. In those cases, I will conduct follow-up focused intervi

17

to confirm or correct the interim analysis in order to ground the evidence in thick

description and to identify relationships that remain focused on the research questions.

The gameplay in TS2 will be divided into five different activities, which render the

experience meaningful and cause reflection6 during the play. They are: (a) the proc

problem solving—analyzed using Donald Schön’s (1983) theory of reflection-in-action

to reveal a simultaneous reflection during which the individual is consciously monito

his or her actions and modifying next actions instantaneously; (b) the experience of

interactive storytelling and story creation and sharing—interpreted through the

perspective of reflection through storytelling (Bruner, 2002; McDrury & Alterio, 2003;

Schön, 1988) which maintains that stories are products of reflection, and storytelling

effective way to evoke reflection; (c) the formation of identify through interactiv

narrative—examined through the lens of French philosopher Paul Ricoeur’s theory of

Narrative Identity for understanding the way in which interactive narrative interfaces in

games enable players to participate in the reconstruction and deconstruction of pre-

identities and the construction of new identities; (d) the participation in online dialogue

explained by the approach of reflection with others (dialogue) (Brockbank, McGill, &

Beech, 2002; Kolb, 1984; Schön, 1983), which stresses that dialogue is a significant way

for encouraging reflection leading to a reconsideration of how things are being done, and

how things can be improved; and (e) the playing diary shared on players’ blogs—

examined using Donald Schön’s (1983) theory of reflection-on-action, which emphasizes

ess of

ring

is an

e

given

—

6 Reflection is a form of mental processing—like a form of thinking—that may be used to fulfill a purpose or to achieve some anticipated outcome. It is applied to relatively complicated or unstructured ideas for which there is not an obvious solution and is largely based on the further processing of knowledge and understanding and possibly emotions that we already possess (Moon, 2004, p. 82).

18

learning through the reflection occurring after an event and how it serves as an evaluation

of the cognitive processes that guide an action. (See Figure 4.)

Finally, reflective learning theories (McDrury & Alterio, 2003; Moon, 2004;

Schön, 1991) will be used as a lens through which to examine how the experiences of

narrative creation in playing the digital game, The Sims 2, facilitate learning and

construction of identity through interactions on the onsite game and its online

communities.

Figure 4. Diagram of the Data Analysis Process

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Limitations of the Study

“There are no perfect research designed studies, there are always trades-offs”

(Patton, 1999, p. 162). This case study has certain limitations that need to be taken into

account when considering the study and its contributions. First, the selection of the single

case study design naturally limits the generalization of the study’s results. Another

fundamental limitation is the selection of research participants. Usually, more than 5,000

posts may be found on the TS2 discussion board every day; players who are not English-

literate or who cannot respond promptly to the recruitment announcement will be

excluded from the sample of research participants for this case study. Finally, by using a

purposeful sampling strategy, research participants will not be considered absolute

representatives of the entire population. Each participant’s situation will indicate only

their individual perspective.

Significance of the Study

Recent research has examined how digital games support learning in a variety of

contexts. In terms of reflection, most game research and study focuses on the reflection

that occurs as a game player consciously and purposefully applies ideas in each phase of

problem solving. Few of them seize hidden opportunities to trigger the significant

reflection that leads to learning, such as storytelling and the construction of identities

within game play.

In this study, I will attempt to take further steps, from a socio-cultural perspective,

toward an investigation into the interrelationships between digital game playing,

reflective learning, and identity construction. To this end, I will utilize the interactive

narrative interface in the Sims 2, which hopefully will provide a different perspective for

future research on digital game study in relation to game playing and learning.

21

In addition, I hope this study will provide another perspective for art educators

that will allow them to reconsider digital games not only as prevalent phenomena but also

assistive, adaptive devices that may encourage art creation, critical reflection, and

learning. The final outcome of this study hopefully will also contribute to a thorough

understanding of the context of learning and digital game play for digital game designers

as they create future games. Finally, future game creations can also help to support a fun

learning experience for players/learners.

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Working Chapter Outline for Final Report

Table of Contents

Acknowledgments

Abstract

Chapter 1: Introduction

Background of the Study

Statement of the Problem

Purpose of the Study

Research Questions

Significance, Delimitations, and Limitations of the Study

Chapter 2: Review of the Literature

Contextual the Sims 2

Digital Game and Learning

Digital Game and Interactive Narrative

Narrative as a Method for Meaning-making, Identity Construction, and Reflection

Reflective Learning Theories

Chapter 3: Research Methodology

Research Framework

Case Study with Qualitative Data

The Researcher's Role

Data Collection

Data Analysis

Chapter 4: Research Findings

The Interactive Narrative Interface in Digital Game The Sims 2

Learning with The Sims 2 online community

Reflective Learning and Construction of Cultural Identities through Playing The

Sims

23

Chapter 5: Conclusions, Discussion, and Suggestions for Future Research

Summary

Conclusions

Discussion

Suggestions for Future Research

24

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PLEASE ANSWER ALL OF THE SCREENING QUESTIONS. If you answer ‘Yes’ to any of the following questions A through D below, then STOP and use one of the Applications for the Use of Human Participants (Biomedical or Social Science) for initial IRB review.

If you answer ‘No’ to all of the questions A through D below, continue to complete this Exemption Determination Form.

A. For research involving special populations, interventions or manipulations 1. Does your research involve prisoners? Yes No 2. Does your research involve using survey or interview procedures with children? Yes No 3. Does your research involve the observation of children in settings where the investigator(s) will

participate in the activities being observed? Yes No

4. Does your research involve the use of deception? Yes No

B. For research using survey procedures, interview procedures, observational procedures, and questionnaires 1. If data are to be audio or video recorded, is there potential harm1 to participants if the information is

revealed or disclosed? Yes No 2. If participants will be identified either by name or through demographic data, is there potential for

harm to participants if the information is revealed or disclosed? Yes No

3. Is the research regulated by the FDA and is NOT a food or taste study as outlined in category 6? Yes No

C. For research using existing2 or archived data, documents, records or specimens only 1. Will any data, documents, records or specimens be collected from participants after the submission

of this form? Yes No

2. If the data, documents, records or specimens are originally labeled in such a manner that the participants can be identified, directly or indirectly through identifying links, is the investigator recording the data for the purposes of this research in such a manner that participants can be identified, directly or indirectly through identifying links (e.g., demographic information that might reasonably lead to the identification of individual participants – name, phone number, or any code number that can be used to link the investigator’s data to the source record – medical record number or hospital admission number)?

Yes No

D. For research using protected health information 1. Will the research involve the use or disclosure of individually identifiable health information including:

names, dates (other than years), telephone numbers, fax numbers, electronic email addresses, social security numbers, medical record numbers, health plan beneficiary numbers, account numbers, certificate/license numbers, device identifiers and serial numbers, web URLs, internet addresses, biometric identifiers, full face or comparable images, or any unique identifying number, characteristic or code?

Yes No

1 Harm to participants means that any disclosure of the human participants’ responses outside the research could reasonably place the participants at risk of criminal or civil liability or can be damaging to the participants’ financial standing, employability, or reputation.

2 Existing means the items exist before the research was proposed or was collected prior to the research for a purpose other than the proposed research.

Office for Research Protections201 Kern Building

University Park, PA 16802 814-865-1775

ORProtections@psu.edu

OFFICE USE ONLY

IRB NO.______________________2314723147

Page 2 of 7 This form is available electronically at http://www.research.psu.edu/orp/areas/humans/applications/index.asp.Revised 2/5/06 – Version 1.1

Project Title: The playing experiences within the digital game The Sims 2 (TS2)

Principal Investigator: Hui-Chun Hsiao PSU User ID (e.g., abc123):huh2

University Status (Faculty, Staff, Student, etc.): Student

Email Address: huh2@psu.edu Telephone Number: (814) 861-2619

Mailing Address: 425 Waupelani Drive # 526 State College, PA 16801

Dept: Art Education College: Art and Architecture Campus: University Park

Faculty Advisor, if PI is a student: Dr. Karen Keifer-Boyd PSU User ID (e.g., abc123): ktk2

Email Address: kk-b@psu.edu Telephone Number: 814-863-7312_

Mailing Address: 207 Art Cottage, University Park, PA 16802

Dept: Art Education College: Art and Architecture Campus: University Park

Is there anyone you wish to include on correspondence related to this protocol (e.g., a study coordinator, etc.)?

Name: PSU User ID (e.g., abc123):

University Status (Faculty, Staff, Student, etc.):

Email Address: Telephone Number:

Mailing Address:

Dept: College: Campus:

1. Funding Source: Indicate the name and mailing address of internal and external sources of funding. If the study is not funded, indicate such. If applicable, a copy of your grant proposal must be included with this application.

Not applicable

2. Class Project: Is this a class project? Yes** No

**IF YES, provide the following information: Instructor’s Name:

Course Title and Number: Semester course is being offered:

3. Conflict of Interest: Do you or any individual who is associated with/responsible for the design, the conduct, or the reporting of this research have an economic interest in or act as an officer or a director for any outside entity whose financial interests would reasonably appear to be affected by this research project? Yes** No

**IF YES, refer to Penn State Policy RA20 AND HR91 for additional information.

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4. Exempt Research Categories: Read the following categories and choose one or more that apply to your research. Your research must fit in at least one category in order to be considered for an exemption determination.

Category 1: Research conducted in established or commonly accepted educational settings, involving normal educational practices, such as (i) research on regular and special education instructional strategies, or (ii) research on the effectiveness of or the comparison among instructional techniques, curricula, or classroom management methods. (This category may include children. This category may NOT include prisoners or be FDA-regulated.)

Category 2: Research involving the use of educational tests (cognitive, diagnostic, aptitude, achievement), survey procedures, interview procedures, or observations of public behavior unless: (i) information obtained is recorded in such a manner that human participants can be identified, directly or through identifiers linked to the participants; and (ii) any disclosure of the human participants’ responses outside the research could reasonably place the participants at risk of criminal or civil liability or bedamaging to the participants’ financial standing, employability, or reputation. (This category may NOT include prisoners or be FDA-regulated.)

Research involving the use of educational tests (cognitive, diagnostic, aptitude, achievement) for which participants cannot be identified, or release of the information would not be harmful to the participant. (This category may include children.)Research involving the use of survey procedures or interview procedures or observation of public behavior for which participants cannot be identified, or release of the information would not be harmful to the participant. (This category may NOT include children except for research involving the observation of public behavior of children, when the investigator does not participate in the activities being observed.)

Category 3: Research involving the use of educational tests (cognitive, diagnostic, aptitude, achievement), survey procedures, interview procedures, or observations of public behavior that is not exempt under #2 of this section, if: (i) the human participants are elected or appointed public officials or candidates for public office; or (ii) Federal statute(s) require(s) without exception that the confidentiality of the personally identifiable information will be maintained throughout the research and thereafter. (This category may NOT include prisoners or be FDA-regulated.)

Category 4: Research involving the collection or study of existing data, documents, records, pathological specimens, or diagnostic specimens, if these sources are publicly available or if the information is recorded by the investigator in such a manner that participants cannot be identified, directly or through identifiers linked to the participants. (This category may include children. Existing data means the items exist [are ‘on the shelf’] before the research was proposed or were collected prior to the research for any purpose. This category may NOT include prisoners or be FDA-regulated.)

Category 5: Research and demonstration projects that are conducted by or subject to the approval of department or agency heads, and which are designed to study, evaluate, or otherwise examine: (i) public benefit or service programs; (ii) procedures for obtaining benefits or services under those programs; (iii) possible changes in or alternatives to those programs or procedures; (iv) possible changes in methods or levels of payment for benefits or services under those programs. (This category may include children. This category may NOT include prisoners or be FDA-regulated.)

Category 6: Taste and food quality evaluation and consumer acceptance studies, (i) if wholesome foods without additives are consumed or (ii) if a food is consumed that contains a food ingredient at or below the level for a use found to be safe, or agricultural chemical or environmental contaminant at or below the level found to be safe, by the Food and Drug Administration or approved by the Environmental Protection Agency or the Food Safety and Inspection Service of the U.S. Department of Agriculture. (This category may include children. This category may NOT include prisoners.)

NOTE:Principal investigators are responsible for ensuring that all individuals conducting procedures described in this application are trained adequately prior to involving human participants. All personnel listed on this application are required to successfully complete the IRB’s Training on the Protection of Human Participants (http://www.research.psu.edu/orp/hum/train/intro.html). APPROVAL WILL NOT BE GRANTED UNTIL ALL INDIVIDUALS HAVE SUCCESSFULLY COMPLETED THE TRAINING. Verification of training does NOT need to be sent in if the individual completed the Penn State IRB training. As personnel change, you must submit an Exempt Modification Request Form to add or remove personnel.

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5. Research Personnel: Provide the name of the other individual(s) assisting with this study who will be responsible for the design/conduct of the study, have access to the human participants (i.e., will consent participants, conduct the study), or have access to identifying AND confidential information. If the individual does not have a PSU Access User ID, please provide some other form of contact information:

Name Email Address PSU User ID (e.g., abc 123)

Mailing Address

Hui-Chun Hsiao huh2@psu.edu huh2 425 Waupelani Dr, #526 State College, PA 16801

Dr. Karen Keifer-Boyd kk-b@psu.edu ktk2 207 Art Cottage, University Park, PA 16802

6. Participants: Estimated numbers of participants/samples/charts to be involved: 3 to 6 participants

7. Participants: Will there be an equal representation of: Gender Yes No** Racial/ethnic groups Yes No**

**If either of the above responses is ‘No’, please explain: Unknown. Participants will include anyone meeting the Inclusion criterion. It is regardless gender, race, and ethnicity. Inclusion criterion regardless gender, race, and ethnicity disclaimer

8. Participants: Age range – Choose all that apply: Less than 1 year 18 – 25 years 1 – 6 years 26 – 40 years 7 – 12 years 40 – 65 years 13 – 17 years 65+ years

9. Recruitment: Describe from where and how the participants will be identified or recruited, who will make the initial contact with the participants, and how you plan to distribute or display any recruitment materials for this research (e.g., bulletin board, emails, newspaper advertisement). I will post information on recruitment for this project on the official The Sims 2 (TS2) site. There, I will provide information on myself and the study on my SimsPage (see attached SimsPage). All Sims players can preview the information about the researcher (me) and thestudy before deciding to be a research volunteer. Following the recruitment process, I will check each possible participant’s listedcriteria to screen the final research participants. These criteria will be used in the screening: 1. Frequency of posting --Update his/her personal blog on TS2 official site at least once every month --Participate in an online discussion at least twice every month 2. Sharing stories or movies online --Have posted at least two stories or movies online 3. Must be over 18 years old

The selected research participants will be contacted and provided more detailed information via email (see attached cover letter). A consent form will be mailed to the research participants via both email and regular mail

10. Recruitment: Indicate the type of recruitment that will be done for this research & attach copies of the materials. Choose all that apply:

Advertisement Flyer Telephone Script Letter In-person Script Email

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Information Sheet Other – Explain:

11. Consent: Describe the methods you plan to use in order to obtain informed permission to participate in this research. Attach a copy of the written description or script for oral presentation. If you cannot obtain informed permission for this study, explain why it cannot be obtained (e.g., the data are de-identified).

I will use a recruitment script (see attached cover letter) that I will send to potential participants by email. If they indicatewillingness to participate in an interview, they will be asked to sign a consent form, select the type of interview and acknowledge the confidentiality of the process, and email the form (with their electronic signature) back to me. Those who decide not to participate will be replaced with others selected using the same screening process.

12. Compensation: If individuals will be offered compensation, indicate the type and amount of compensation that will be offered.

Money Amount: Drawing Explain: Gift Certificate Amount: Other Explain: Extra/Class Credit Amount: Compensation will not be offered – skip to #14

13. Compensation: If extra/class credit is being offered, describe the alternative available for earning the extra/class credit. The alternative must be equal in time and effort to participating in the research.

14. Recordings: If recording will be done for this research, indicate the type of recording that will be made. Audio Video Photographs Recordings will not be made – skip to #16

15. Recordings: Describe (a) where the recordings will be stored; (b) who will have access to the recordings; (c) how the recordings will be transcribed and coded, if applicable; (d) who will transcribe the recordings; (e) how and by what year will the recordings be destroyed. If you wish to retain the recordings indefinitely, provide a sound justification for doing so. NOTE: Recordings must be kept for a minimum of three (3) years after the research has ended.

If research participants choose to use talk feature in SkyPe as the form of interview, I will record the coversation during theinterviews. a)The recordings will be stored in a locked cabinet in my home office. (b) I (researcher) will be the only one withaccess to the recordings.(c) The recording data will be analyzed, coded, and transcribed into written notes by myslef. (d)I willtranscribe the recordings. (e) Row data recordings will be destroyed 5 years after the study is conducted.

16. Abstract: The abstract below will assist the ORP in reviewing your research. The abstract must address the important elements of the exemption category you indicated your research meets in Question 4 above. The information in the abstract must include a specific description of the procedure(s) involving human participants to demonstrate the study meets all the requirements for the chosen category (ies). Depending on the category(ies) chosen in Question 4 above, the abstract should address the following:

Category 1: Specify whether 1.i. or 1.ii. applies and briefly explain. Category 2: Assure condition 2.i. and/or 2.ii. applies and briefly explain. Attach copies of tests, surveys, interview questions,

focus group topics or applicable instruments. Category 3: Explain why identifiers or links must be collected. Explain if participants hold a public office (3.i.) or assure federal

statutes for maintaining confidentiality apply (3.ii.). Attach copies of tests, surveys, interview questions, focus group topics applicable instruments.

Category 4: Explain the nature of the existing data, documents, records or specimens. Explain either their public availability or the procedures to ensure confidentiality.

Category 5: This exemption is extended only to research and demonstration projects conducted by or subject to the approval of Federal Department or Agency Heads and are designed to study, evaluate, or otherwise examine Federal public benefit or service programs. Explain how this study meets these criteria. Identify and describe which of the categories (5.i. – 5.iv.) apply.

Category 6: For taste and food quality evaluations, assure the safety of the foods by addressing how conditions 6.i. or 6.ii. are met.

Use the following sections to complete your abstract: a. Background/Rationale: Briefly provide the background information and rationale for performing the study and any potential benefits.

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In combining artificial intelligence techniques and advanced simulation systems, the digital game, The Sims 2, has become one of most popular games ever––a landmark in digital game history. The entire process of story creating, retelling, and sharing in The Sims 2, is a form of reflective llearning which is worthwhile to study further.

b. Key Objectives: Summarize the study’s objectives, aims or goals. The purpose of this study is to investigate the kinds of play in the digital game The Sims 2.

c. Study Population, Samples and/or Charts: Describe the characteristics of the participant population, such as anticipated number to be involved, age range, gender, ethnic background and health status.

Three to six research participants, aged between 18-65 years old, will be invited in this study. Participants will include anyonemeeting the Inclusion criterion. It is regardless gender, race, and ethnicity. In facct, gender, race, and ethnicity will not be asked for or known.

d. Major Eligibility Criteria: Identify the criteria for inclusion and exclusion. The criterion for the purposeful sampl of digital game The Sims 2 players are as follows: 1. Frequency of posting --Update his/her personal blog on TS2 official site at least once every month --Participate in an online discussion at least twice every month 2. Sharing stories or movies online --Have posted at least two stories or movies online 3. Must be over 18 years old

e. Research Procedures: Summarize the study’s procedures, emphasizing the procedures that may cause risk. Include enough details to demonstrate that the research meets the requirement(s) for the exemption category (ies) chosen in Question 4 above.

I will start collecting the stories, online diaries, and discussion posted by research participants on The Sims 2 official sits (all the data are naturally existing and are publicly available). Then I will conduct a semi-structured interview with 3 to 6 research participants who posted stories online. (see interview questionnaire attached)

f. Risks and Discomforts: If applicable, describe any reasonably foreseeable risks and discomforts – physical, psychological, social, legal or other.

No discomforts or risks are expected as a result of participating in the research.

g. Confidentiality & Privacy: Explain how the confidentiality of the data and the privacy of the participants will be maintained. Coding and analysis of the data will be stored on the researcher’s home computer with password protection. Hui-Chun Hsiao will be the only one with access to the data. Raw data recordings will be destroyed 5 years after the study is conducted.

h. Investigator Qualifications & Specific Role in the Research: Describe the role of each individual listed on this form. Clearly state the procedures or techniques he/she will be performing and his/her level of experience in performing the procedures/techniques.

Hui-Chun Hsiao was educated at Pratt Institute (M.F.A. in Computer Graphics & Interactive Media, 1996). After earning her master's degree, she was hired at the National Theater & Concert Hall in Taiwan as a senior designer in advertisement and multimedia development. Then she taught multimedia and game design in Information Communication Department in the Yung-Ze University for four years. Hui-Chun Hsiao has also studied research methods in Art Education in 2004 and qualitative research in Curriculum Instruction in 2005 at the Pennsylvania University.

Dr. Karen Keifer-Boyd has taught research method courses for a total of eight semesters to graduate students at Texas Tech University and Penn State University. She has also taught Feminist Research Methodologies for Texas Tech University's Woman Studies Program. She has obtained human subject approval for many research projects over the past decade at both Texas Tech University and Penn State and has a publication record of social science research. Dr. Karen Keifer-Boyd's colleagues have observed her teaching research methods at Texas Tech University where she was carefully reviewed for tenure and promotion, which she received in 2000. In teaching research methods, a course that is core to two degree program (i.e., art education and women's studies), the syllabus and teaching materials were reviewed and discussed by the faculty teaching in the degree programs. Her teaching presentations and notes are used by faculty at Texas Tech University who are teaching these courses since she left for a position at Penn State.

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i. References: If applicable, provide any relevant literature references/citations. N/A

17. Assurances

I agree to report to the Office for Research Protections (ORP), in a timely manner, information regarding (a) any injury to a humanparticipant, (b) any unanticipated problems involving risks to participants or others, or (c) any new information involving risks to participants.

I understand that any changes that occur after the initial exempt determination is made, must be submitted to and reviewed by the ORP before implementation, except where necessary to eliminate apparent immediate hazards to participants. In the latter instance, the ORP must be notified by the next workday.

All individuals listed on this form have completed the training requirements. I have adequately explained in this form the role of each individual and their experience in performing that role.

I affirm that as the principal investigator on this study, I will adhere to the policies and procedures described in Penn State’s Federalwide Assurance with the Office for Human Research Protections as well as Federal regulations for the protection of humanparticipants involved in research (45CFR46; 21CFR parts 50 & 56). Copies of these documents are available in the ORP upon requestor on their website – http://www.research.psu.edu/orp/.

_______________________________________________________ __________________________ Signature of Principal Investigator, REQUIRED Date

__________________________________________________________ PRINT Name of Faculty Advisor, REQUIRED IF PI IS A STUDENT

__________________________________________________________ __________________________ SIGNATURE of Faculty Advisor, REQUIRED IF PI IS A STUDENT Date

I hereby confirm that I have read this application and my signature denotes departmental/unit approval of this project.

____________________________________________________ PRINT Name of Department/Unit Head, REQUIRED

____________________________________________________ ________________________ SIGNATURE of Department/Unit Head, REQUIRED Date

Recruitment script

Dear Sims players,

Do you like to create stories while playing TS2? Do you want to share your experiences in playing TS2? Do you feel that playing TS2 influences you in many ways? My name is Hui-Chun Hsiao, a doctoral student in the art education program at The Pennsylvania State University. I am seeking research participants for my research project, “Playing experiences within the digital game The Sims 2”.

Please sign my guestbook or contact with me via email at hsiao.ts2@gmail.com,if you are interested in this topic and would consider participating in this project by contributing information on your experiences and perspectives on playing TS2. You may also contact me at this email address if you have any questions or would like more information. Please note that you must be at least 18 years of age to take part in this research project.

Thank you very much.

Cover Letter

From: Hui-Chun Hsiao To:

June 02, 2006

Dear research participants,

My name is Hui-Chun Hsiao, and I am a doctoral student in the art education program at The Pennsylvania State University. Thank you very much for indicating your willingness to participate in my research project, “Playing experiences within the digital game The Sims 2”. Your experiences in playing TS2 will provide useful insights into the nature of playing TS2.

Please confirm in an email to me your willingness to participate in an interview for this project. Once I hear from you, I will send you a consent form through email. The consent form provides further information about this research. Please sign the consent form, select the type of interview, acknowledge the confidentiality with which information collected for this project will be held, and sign electronically with your Sims ID/date and email the form back to me.

Please note that you should be 18 years of age and older in order to participate this research. Thank you very much in advance for your time and support.

Best regards,

Hui-Chun Hsiao Ph.D. Candidate, Art Education

The Pennsylvania State University Tel: 814-861-2619

email: hsiao.ts2@gmail.com

Page 1 of 2

Implied Informed Consent Form for Social Science Research The Pennsylvania State University

Title of Project: Playing the digital game The Sims 2Principal Investigator: Hui-Chun Hsiao, Graduate Student

207 Art Cottage University Park, PA 16802(814) 861-2619, Email: huh2@psu.edu

Advisor: Karen Keifer-Boyd, Ph.D.,ProfessorThe Pennsylvania State University 210 Arts Cottage, University Park, PA 16802-2905 (814) 863.7312, Email: kk-b@psu.edu

1. Purpose of the Study: The purpose of this study is to investigate the kinds of play in the digital game The Sims 2.

2. Procedures to be followed: You will be asked to approximately 12 questions divided into two interviews/sections. I will send you the questions via email to you. You may be asked to clarify responses to the 12 interview questions. Please choose the interview method you prefer, either through email or instant message system (e.g., Microsoft Messenger, Yahoo Messenger, or Skype). With your permission, the stories and discussion posted on your Sim page may be collected for the purpose of this research.

3. Duration/Time: It will take approximately 30-50 minutes to complete the 12 interview questions. A maximum of 20 minutes may be needed for follow-up and clarification.

4. Statement of Confidentiality: Your participation in this research is confidential. If this research is published/presented, unless you provide expressed permission, the information will not be linked to your name or other personally ID information. Your confidentiality will be safe to the degree permitted by the technology used. Specifically, no guarantees can be made regarding the interception of data sent via the Internet by any third parties.

5. Right to Ask Questions: Please contact Hui-Chun Hsiao at (814) 861-2619 or hsiao.ts2@gamil.com with questions or concerns about this study. If you have questions regarding your rights as a research participant, you may contact PennState’s Office for Research Protections at (814) 865-1775.

6. Voluntary Participation: Your decision to be in this research is voluntary. You can stop at any time. You do not have to answer any questions you do not want to answer. You must be 18 years of age or older to take part in this research study.

Page 2 of 2

7. Please place a checkmark by any of the following that you provide your consent:

I agree to be interviewed via e-mail for the purpose of this research. The email will be deleted in 5 years after the study is completed.

I agree to be interviewed via message system for the purpose of this research. Please select one platform following

___ MSN ___ Yahoo Messenger ___ Skype

I would like my name to appear in publications as author of the insights and stories that I provide. Please list me as: ______

Please do NOT use my name in storage of data and in publications of this research.

______________________________________________ ______________ Participant Date

______________________________________________ _______________

Please send me this form with your electronic signature/date via email or print this form out and return this form with your signature/date to

Hui-Chun Hsiao 425 Waupelani Drive # 526 State College, PA 168001

Thank you very much.

Interview questionnaire

What are your best experiences in playing TS2?What are your most unforgettable experiences in playing TS2?What are your most unexpected experiences in playing TS2?Have you ever created a character like yourself and play with him/her in the TS2? And how did it turn out? Have you ever created a character like people who you are familiar with and play with them in the TS2? And how did it turn out? What has been most beneficial to you as you play The Sims 2?What does the TS2 online community (TS2 official site) mean to

you?

What are your favorite TS2 stories? Why?

Why have you chosen certain people as your favorite MySim1

pages to track their posts?

What are memorial/favorite responses you have received for

your stories?

What has been beneficial for you as a member of TS2 online

community?

Have you introduce The Sims 2 to your friends? Do your friends

enjoy them?

Are there particular people you would strongly recommend The

Sims 2 to? Why?

1 It contains player profile, blog, guestbook, movies, stories, and bookmarker (my favorite Sims, my favorite lots, my favorite stories, my favorite objects, and my favorite MySim pages )

39

Appendix B: The Sims 2 Story Sample and Results of Poll

Created: 05.20.2005 Updated: 05.20.2005

"Bittersweet Friendship" by ReneeDaydream ~~~~~~~ This is a true story. The names have been changed.

Created: 05.20.2005 Updated: 05.20.2005

I have always been my own person. I have always "danced to the beat of my own drummer" so to speak. And for much of my life I have been what you would call a "hippie." I discovered the 60's and the hippie ideal in 1986 when I was 12-years-old. The Monkees had made a comeback and I became one of their biggest fans. Through The Monkees I learned about other (and more talented) 60's bands like the Beatles and the Rolling Stones. I was interested in the Vietnam War and all the protests that went on. I was facinated by Timothy Leary and the idea of "Tune In, Turn On, Drop Out," though at such a young age I had no idea this had something to do with drugs! Anyway, because I was into The Monkees while everyone else was into the Beastie Boys I got made fun of constantly. I didn't wear makeup or "stylish" clothes. I dressed in tie dye and flowers. "Are you wearing your mother's rug?" one particular kid was fond of saying to me. I was called a freak and of course none of the boys liked me.

Created: 05.20.2005 Updated: 05.20.2005

Public school was hell for me, so my parents decided to put me in Catholic School when I was in 8th grade. At least there I'd be wearing a uniform so no one would make fun of the way I dressed. Plus the kids didn't use a lot of foul language and there wasn't such an emphasis on dating (even though I was only in middle school, in the public school some of the kids were already having sex and this was something that greatly upset me). But even in Catholic School, I stood out. I still didn't know how to style my hair, nor did I care to. I still listened to my 60's music (by this time I was a huge Rolling Stones fan). And all I wanted to do in my free time was read or write stories.

Created: 05.20.2005 Updated: 05.20.2005

Amazingly enough, there was a girl in my class who was more of an outcast than I was. She was called Kiki. No one wanted to be friends with her, and I mean that literally. Her hair was extremely short and her eyebrows were tweezed to almost nothing. She was very tiny and emaciated. Kiki was intelligent, though. She knew all the answers in class, no matter what subject we were studying. The nuns and teachers were always on her about her handwriting, however. It seemed that Kiki wrote so small that a magnifying glass was needed to read her writing. "You get the answers correct, Kiki," one of the nuns berated, "but you write so small it's hard for me to tell." "I'm sorry, sister," Kiki replied quietly, looking like she wanted to shrink away to nothing, to shrink smaller than the words on her worksheet.

40

Created: 05.20.2005 Updated: 05.20.2005

Everything about Kiki was tiny. Even her lunch. While most kids, myself included, had a sandwich, chips, coookies, and a soda or juice box, Kiki had a sandwich made with the smallest bread I'd ever seen. There was one slice of meat between her bread and to drink she had a small can of apple juice. She ate lunch alone. Well, since I didn't really know anyone yet, being the new kid at school, I sat next to her. "Hi. I'm Rae. Mind if I sit here?" I asked. "Sure," she smiled. "I'm Kiki."

Created: 05.20.2005 Updated: 05.20.2005

Kiki asked me where I had gone to school. "I went to the public school in town, but the kids were horrible to me, that's why my parents decided to send me here." Kiki nodded. "I know what that's like," she said. "I liked the essay you read in class," I continued. I was usually shy around people I didn't know, but it was easy for me to talk to Kiki. "You really like animals, huh?" "Yes," she nodded. "I want to be a veteranarian someday. What about you?" "I like to write," I admitted. "And I love music. I play guitar and I love listening to the Rolling Stones. What's your favorite band?" Kiki blushed as red as the apple on her apple juice can. "Uh...I don't know. We don't have a radio." "Oh," I said. "Well, that's okay." Maybe Kiki was poor, I thought. Maybe her parents used all their money to send her to Catholic school so they couldn't afford a radio. "Maybe you could come over my house sometime and I can play you some of my Rolling Stones stuff." Kiki's face lit up. "That would be great!"

Created: 05.20.2005 Updated: 05.20.2005

There was a Halloween dance at school. Kiki came to my house after school and we got dressed up. We wore funky wigs and a couple of my mom's old gowns. None of the boys danced with us, but we made our own fun. After the dance, Kiki would be spending the night at my house. We had decided to try and write a story together and she was dying to listen to the Rolling Stones with me. I couldn't wait!

Created: 05.20.2005 Updated: 05.20.2005

When we were getting ready for bed after the dance, Kiki practically scrubbed her face raw when she was washing off her makeup. "Do you see any left on my face? Even a little bit?" she asked me, almost panicking. "No, you got it all," I answered. "What's the big deal?" "My mom doesn't let me wear makeup." "Okay," I said, "but it's Halloween." "You don't understand," she said. "She'll get so mad if she finds out I had any makeup on." I reassured Kiki again and then she got into the bed.

Created: 05.20.2005 Updated: 05.20.2005

"I have to tell you something, Rae," Kiki said. "Sure, you can tell me anything," I said. I could tell she was upset. "My mother has a diease," Kiki revealed. "It's called anorexia nervosa."

41

Created: 05.20.2005 Updated: 05.20.2005

"I've heard of that," I told her. "It's where the person doesn't eat, right?" Kiki nodded. "Yes. My mom's gone to treatment for it, but the treatment didn't work. She...well...she likes everything to be small." That explained why Kiki's writing looked the way it did. And it was probably why her hair and eyebrows had to be so short. "I got taken away from my parents twice," Kiki continued. "Once I stayed with my grandmother and once I was in a foster home. But I got to go home after a while. I didn't like being away from my mom and dad." I could understand that. My parents were far from perfect. They were always fighting and they both drank a lot, which I hated. But I still loved them. I wouldn't want to be away from them, either. "Well, listen, Kiki," I told her. "If you ever need to talk...you can tell me anything." "Thank you, Rae. You're my best friend." "You're mine, too." We talked a little bit about school and then went to sleep.

Created: 05.20.2005 Updated: 05.20.2005

I met Kiki's dad the next day when he came to pick her up. He thanked my mom for letting her stay. He was nice enough, but he creeped me out a little. Her mother was nowhere in sight.

Created: 05.20.2005 Updated: 05.20.2005

I was very close with my mother. She was happy that I had finally made a friend in Kiki and told me so as we sat down to chat later that afternoon. "I like her a lot," I said. "She's got some problems, though." I proceeded to tell my mother all about the anorexia and the way everything had to be so tiny. "Well, there's nothing we can do about that," Mom answered. "Just be nice to her. Just be her friend." Oh, how my mother's opinion of my friendship with Kiki would change in days to come!

Created: 05.20.2005 Updated: 05.20.2005

Kiki began spending more and more time at my house. Her mother wasn't too thrilled about it, and every time Kiki came over she would pack food for her, one of those miniscule sandwiches and the ever-present can of apple juice. Of course Kiki wouldn't eat it, she'd have real meals with my parents and I. I turned Kiki on to the Rolling Stones, the Beatles, and the Who. Because we both liked to write, we decided to write a play all about the Rolling Stones, with ourselves as two of the main characters. My love interests would be Brian Jones and Mick Jagger, while Kiki preferred Charlie Watts, Keith Richards, and Bill Wyman. I had never had a friend I could be creative with, or be so totally myself with. It was great!

Created: 05.20.2005 Updated: 05.20.2005

By now it was wintertime and the weather was getting cold. Yet any time I saw Kiki outside of school she wore skimpy tops and shorts. She didn't own not one pair of socks, except the ones we had to wear for school. She didn't have a coat or gloves, only a sweat jacket. I was just a kid but I was always worried about her. I wished that there was something I could do. "You can borrow my clothes where you're here," I said. And I invited her over every weekend so she'd get a break from her mother.

42

Created: 05.20.2005 Updated: 05.20.2005

One day Kiki invited me over to her house after school. "My dad says it's okay as long as we don't let my mother know you were here." I have to admit I was curious to see the inside of Kiki's house. I checked with my parents and they said fine. "It's about time she actually has you over to her house," my father said, angerly. As soon as I stepped through the door I knew why I'd not been invted over sooner.

Created: 05.20.2005 Updated: 05.20.2005

There was no carpeting and there was nothing on the stark, white walls. Every footstep, every word we spoke echoed. In the living room there was an area rug, a sofa and a tv.

Created: 05.20.2005 Updated: 05.20.2005

The kitchen was so clean it looked brand new. I could tell that Kiki's family never used the stove. There was a tiny microwave on the floor. There were no counters and only a small table with two chairs.

Created: 05.20.2005 Updated: 05.20.2005

Kiki didn't dare take me into her parents' room, but she did show me her bedroom. There was a bed and a stuffed bear. That was it. I could barely speak. I moved to sit on the bed, more because I felt faint than anything else, but Kiki stopped me. "I'm not allowed to use my bed." "What do you mean?" I asked. "Neither is my dad. We don't sleep in our beds." I was shocked. "Well, where do you sleep?" She pointed to the living room. "On the rug on the floor. We use our jackets as blankets."

Created: 05.20.2005 Updated: 05.20.2005

I wasn't good at hiding my surprise. "Where does your mom sleep?" "She doesn't sleep here," Kiki told me. "She goes to her mother's house every day. My dad takes her there after work." "Well, how would she know if you slept in your bed if she's not here?" I asked. "And why doesn't your dad say something to her about it?" "She would freak out," Kiki said. "We can't take the chance. Come on," she led me back out to the living room. "We should eat." I wondered if Kiki was going to give me a thin meat sandwhich.

Created: 05.20.2005 Updated: 05.20.2005

Kiki pulled back a corner of the rug and took out some money. "My dad hides money for me so I can go to the corner store after school and get something to eat. Come on." "Oh..okay," I said, nervously. My stomach was doing flip flops. There was no way I was going to be able to eat anything. Kiki loaded up on junk food. We went back to her house and watched some TV. We worked on our play for a little bit. "Don't leave any pages of the play here," she warned me. "And remember, we can't talk about it on the phone if my mom's home." "Okay," I nodded, feeling numb.

43

Soon my parents came to pick me up.

Created: 05.20.2005 Updated: 05.20.2005

I couldn't sleep that night. I had told my parents about Kiki's house and they were amazed. "Maybe you two shouldn't spend so much time together," my mom said. I thought about this as I laid in bed. I liked Kiki so much. We had so much in common as far as our likes and dislikes. She would never judge me or make fun of me. We had fun when we were writing or listening to music. But I was confused about the way she was living. How come no one did anything about it? How come the nuns or the teachers didn't do something? What about Kiki's grandmother? Then I got angry. Why didn't my own parents do something? Why didn't they let Kiki come and live with us. Of course, to a 14-year-old that was a simple solution to a very complex problem.

Created: 05.20.2005 Updated: 05.20.2005

The next day was Saturday. Kiki called me on the phone. "My parents want to take us both for pizza over in Pennsylvania near where my dad works. Can you go?" We lived in New Jersey and naturally I thought it was odd to go all the way to PA for pizza, but I said okay. "My mom's coming, too," Kiki said. For the first time I would meet Kiki's mother. I didn't know what to expect.

Created: 05.20.2005 Updated: 05.20.2005

Kiki's mother was very thin and sickly. Her arms were nothing but skin and bones. Her fingers were skeletal. Her eyes looked big because her cheeks were so sunken. Her mouth was pulled out of shape. She looked like a monster.

Created: 05.20.2005 Updated: 05.20.2005

It didn't take me long to figure out why we went all the way to Pennsylvania for pizza -- Kiki's parents didn't want to bump into anyone they knew. The didn't want the pizza sliced, Kiki's father would do that himself. "He does it so well, they want to hire him," her mother joked. I laughed weakly. Her dad gave me a normal sized piece and the rest of them ate tiny ones. "Here," Kiki's mother said, passing her purse over to Kiki. "Your drink is in there. You can have one sip." There was a bottle of diet cola in the bag. That was all Kiki was allowed to drink, though I could order whatever I wanted. I could barely eat and felt myself getting more and more nauseous as the meal wore on.

Created: 05.20.2005 Updated: 05.20.2005

When Kiki's parents dropped me off that evening, my parents were drinking as they did every Saturday night. I was extremely upset and I tried to talk to them about how I was feeling, but they weren't exactly sympathetic.

44

The Stories Exchanged in TS2 Official Site (retrieved on July 4th, 2006) Categories 65,031 stories in total Sims Life Stories 35,177 Romance 20,041 Comedy 11,223 Tragedy 11,175 Ponderings and Observations 5,562 True Stories 5,548 Mystery 5,493 Documentaries 5,365 Designer Diaries 3,737 Action/Adventure 3,165 Horror 2,675 SciFi/Fantasy 2,655 How to / Tutorial 2,480 Satirical 1,356 Historical 934

Poll Results in TS2 Official Site

45

Appendix C: Proposed Time Schedule for Completing the Study

Date Research Committee Participants

May 10 Submit IRB application

June 1 Submit Proposal Discussion Contact with research

participants (once IRB is

approved)

Send out consent forms

June 15 Collect data Proposal meeting Waiting for the return of

consent form from research

participants

June Discussion Interview with research

participants

• Data collection

• Interview with

research participants

July-

August

Discussion Follow-ups if needed • Practice and

analysis one

interview data

• Conduct follow-ups

if needed.

September Submit outline of

chapters

Discussion Follow-ups if needed

October Submit chapter I Discussion

November Submit chapter II Discussion

December Submit chapter III Discussion

January Submit chapter IV Discussion

2007

February Submit chapter V Discussion

2007

March.1 submit a draft

of the doctoral thesis

Oral defense

April submit final thesis to

the Thesis Office

48

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