scholarly journals For Whom the Gamer Trolls: A Study of Trolling Interactions in the Online Gaming Context

2019 ◽  
Author(s):  
Christine Cook ◽  
Rianne Conijn ◽  
Juliette Schaafsma ◽  
Marjolijn Antheunis
Keyword(s):  
Content Analysis ◽  
Computer Mediated Communication ◽  
Topic Modelling ◽  
Online Game ◽  
Mediated Communication ◽  
Future Studies ◽  
Extant Literature ◽  
Computer Mediated ◽  
Novel Method ◽  
League Of Legends

Abstract The present study aimed to expand our understanding of trolling interactions by examining 10,025 community-reported trolling incidents in the online game League of Legends to determine what characterizes messages sent by trolls, their teammates, and their opponents. To do this, we used a novel method blending content analysis and topic modelling. Contrary to extant literature, our study of complete trolling interactions found striking similarities between teammates’ and trolls’ chats, with both displaying the negative traits (e.g., exclusionary language) typically attributed to trolls. Findings also suggest that the transition from victim to perpetrator can occur extremely rapidly. This has important implications for the labelling of actors in trolling interactions, for future studies into the trolling cycle, and for theories of computer-mediated communication.

Interactive Online Learning

2018 ◽  
pp. 1692-1709
Author(s):  
Rauno Rusko
Keyword(s):  
Educational Technology ◽  
Content Analysis ◽  
Student Voice ◽  
Computer Mediated Communication ◽  
Communication Channels ◽  
Technology In Education ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Dual Channels

This study is focused on the implications of the student voice in digital-based entrepreneurship education basing on the case study example from university-level schooling from Finland. Practice-based subjects, such as entrepreneurship, have been seen in literature as a problematic field for digital-based education. The studied education was implemented using the synthesis of two computer-mediated communication channels. Analysis based on the content analysis of individual portfolios (diaries), which were returned and stored in the asynchronous platform. In the case study environment, the decision of using use two-channel digital teaching platforms (synchronous and asynchronous) seemed to be successful, because dual channels enable wider forms of feedback and student voice activities during and after the lecture. The results of this study encourage educators to use multifaceted digital educational technology in education and as a channel for the student voice also in practice-based subjects, such as entrepreneurship.

Methods for Analyzing Computer-Mediated Communication in Educational Sciences

2013 ◽  
pp. 228-249 ◽  
Author(s):  
Huseyin Ozcinar ◽  
H. Tugba Ozturk
Keyword(s):  
Content Analysis ◽  
Information And Communication Technologies ◽  
Sequential Analysis ◽  
Interaction Analysis ◽  
Computer Mediated Communication ◽  
Communication Technologies ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Information And Communication ◽  
Process Product

Computer-Mediated Communication (CMC) is the process by which individuals can exchange information, communicate with each other in multiple ways, and socially construct knowledge by means of networked information and communication technologies (Gunawerdana et al., 1997). CMC tools record transcripts of messages and interactions and provide researchers with a “ready-made” source of data. Today, researchers are seeking for alternative theories, methods, and software tools in order to better investigate CMC and its effect on different learning outcomes (Garrison, 2000). In order to understand the learning process in CMC, content analysis, and sequential analysis (interaction analysis), Jeong (2005) offers a methodological framework to explore the discussion process, product, and quality. Therefore, in this chapter, the authors aim to provide guidance for scholars and practitioners by referring to the basics of the two complementary methods (content analysis and sequential analysis), pitfalls, challenges, as well as strategies and implications of the methods.

scholarly journals Analysis of Computer-Mediated Communication: Using Formal Concept Analysis as a Visualizing Methodology

2002 ◽  
Vol 26 (1) ◽  
pp. 25-49 ◽  
Author(s):  
Noriko Hara
Keyword(s):  
Content Analysis ◽  
Formal Concept Analysis ◽  
Social Cognitive ◽  
Computer Mediated Communication ◽  
Potential Method ◽  
Concept Analysis ◽  
Formal Concept ◽  
Mediated Communication ◽  
Non Profit ◽  
Computer Mediated

Computer-Mediated Communication (CMC) is used in different contexts such as business, non-profit organizations, and education and uses different tools such as computer conferencing, e-mail, and groupware. However, it is apparent that the field of CMC lacks established methodologies to analyze the phenomena. This article introduces the use of Formal Concept Analysis (FCA) as a methodology to visualize the data in CMC. FCA is based on a mathematical lattice theory and offers visual maps (graphs) with conceptual hierarchies. Combined with content analysis, FCA is proposed to be a potential method for the analysis of CMC. In this study, three categories (social, cognitive, and metacognitive) from Henri's (1992) model for CMC content analysis were applied to FCA after a previous study used a content-analysis method based on Henri's model to convert the data from a computer conference. The purpose of this article is to provide an example of the application of FCA to CMC and to argue for its potential use for analyzing on-line discourse. Although this article specifically addresses issues related to analyzing data in CMC for education, the methodology is applicable to the analysis of CMC for different purposes.

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