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Hobbs and Grafe Schadenfreude and Online Pranking Videos

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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.net

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.net

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  • 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-Universität 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”, “VerstehenSieSpaß”
    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”, “VerstehenSieSpaß”
    • 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.
  • Engage
    Online Videos: What we like and dislike
  • 31. Analyze
    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
    Why is it important to think about these ways of categorizing Internet videos?
  • 32. Transition: The Scary Maze Game Videos
    Basic facts and student familiarity
    Sharing our reactions
  • 33. Analyze: create a chart
    ContentAnalysis
    A systematic approach to examining patterns in the content of media messages
    What patterns in Scary Maze Videos Can You Find?
  • 34. Learn and discuss
    A Social Taboo Becomes Normalized
  • 35. Reflect
    Reflecting on ethical issues and on our Social Responsibilities as Authors and Audience Members
    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?
  • 36. SilkeGrafe
    Ruhr-Universität Bochum
    Department of Education
    Bochum, Germany
    http://www.ife.rub.de/unterrichtsforschung
    Email: silke.grafe@rub.de
    Renee Hobbs
    Temple University
    Media Education Lab
    Philadelphia, PA, USA
    http://mediaeducationlab.com
    Email: renee.hobbs@temple.edu