Schadenfreude on YouTube: <br />Online Pranking as a Topic for Media Literacy Education in the United States and in German...
The „Maze Game“ on Youtube<br />          http://www.youtube.com/watch?v=P_y8RdJ0HzY<br />           http://www.youtube.co...
Research questions<br />Are there differences between German and US examples of user-generated video depicting “scary maze...
<ul><li>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</li></ul>Sources of images: lead.jpg, http://fc04.deviantart.net/fs71/f/2010/134/6/3/Man_Scared_Face_Ref...
<ul><li>viewers: > 22.000.000
comments: > 47.000
ratings: > 45.000</li></ul>“Scary Maze Prank<br />-<br />The Original”<br /><ul><li>favorites: > 60.000
likes: > 40.000
dislikes: > 4.400
most popular in: </li></ul>Source of images: http://www.youtube.com/watch?v=oh87njiWTmw<br />
Historical and theoretical background<br /><ul><li>historically well documented:</li></ul> ancient and medieval literature...
Historical and theoretical background<br /><ul><li>historically well documented:</li></ul> ancient and medieval literature...
Historical and theoretical background<br /><ul><li>historically well documented:</li></ul> ancient and medieval literature...
Schadenfreude, ridicule and (destructive) humor</li></ul>Source of images: http://mediamusings.dsc.rmit.edu.au/files/2011/...
Differences between US and German videos<br />><br />total length (sec.)<br />125 (110)<br />69 (65)<br />><br />post scar...
Selected results: Differences between US and German videos<br />Gender<br /><ul><li>no major differences between countries
no gender differences of victims
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Hobbs, grafe scary maze game ppt namle

  1. 1. Schadenfreude on YouTube: <br />Online Pranking as a Topic for Media Literacy Education in the United States and in Germany<br />Renee Hobbs <br />Temple University <br />Media Education Lab<br />Philadelphia, PA, USA<br />SilkeGrafe<br />Ruhr-Universität Bochum<br />Department of Education<br />Bochum, Germany<br />2011 NAMLE Conference Philadelphia, USA<br />
  2. 2. The „Maze Game“ on Youtube<br /> http://www.youtube.com/watch?v=P_y8RdJ0HzY<br /> http://www.youtube.com/watch?v=W2R9YTXJeWE<br /> http://www.youtube.com/watch?v=TyOr9RAMzmM<br /> http://www.youtube.com/watch?v=q-MAR7n3qrQ<br /> http://www.youtube.com/watch?v=aQff6yj6vWA<br />
  3. 3. Research questions<br />Are there differences between German and US examples of user-generated video depicting “scary maze game”?<br />Are there specific content features of these videos that contribute to their popularity? <br />Which classroom activities seem adequate to develop student skills of critical thinking, building empathy and moral reasoning?<br />Methodology<br />sample: n = 200<br />video statistics from YouTube<br />data collection:<br />content analysis<br />
  4. 4. <ul><li>YouTube as a mass medium
  5. 5. viral videos
  6. 6. from 2002: “scare pranks” or “scary mazes”
  7. 7. YouTube search on “scary maze game” in July 2011:12.100 results
  8. 8. global phenomenon</li></ul>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<br />
  9. 9. <ul><li>viewers: > 22.000.000
  10. 10. comments: > 47.000
  11. 11. ratings: > 45.000</li></ul>“Scary Maze Prank<br />-<br />The Original”<br /><ul><li>favorites: > 60.000
  12. 12. likes: > 40.000
  13. 13. dislikes: > 4.400
  14. 14. most popular in: </li></ul>Source of images: http://www.youtube.com/watch?v=oh87njiWTmw<br />
  15. 15. Historical and theoretical background<br /><ul><li>historically well documented:</li></ul> ancient and medieval literature<br />Source of images: http://3.bp.blogspot.com/_wjH8uj9ArzE/SQqxRgf4ocI/AAAAAAAAB1E/9VJwNfNyhfo/s400/court+jester.jpg<br />
  16. 16. Historical and theoretical background<br /><ul><li>historically well documented:</li></ul> ancient and medieval literature<br /><ul><li>television pranking: “CandidCamera”, “VerstehenSieSpaß”</li></ul>Source of images: http://www.causematters.com/wp-content/uploads/candid_camera.jpg, www.welt.de/multimedia/archive/01070/ard60_87_verstehen_1070479p.jpg<br />
  17. 17. Historical and theoretical background<br /><ul><li>historically well documented:</li></ul> ancient and medieval literature<br /><ul><li>television pranking: “CandidCamera”, “VerstehenSieSpaß”
  18. 18. Schadenfreude, ridicule and (destructive) humor</li></ul>Source of images: http://mediamusings.dsc.rmit.edu.au/files/2011/05/mr-schadenfreude.png<br />
  19. 19. Differences between US and German videos<br />><br />total length (sec.)<br />125 (110)<br />69 (65)<br />><br />post scare reaction (sec.)<br />28 (49)<br />13 (18)<br />editing<br />><br />intro and/or titles (%)<br />31.7<br />8.6<br />><br />music (%)<br />7.5<br />12.9<br />><br />slow motion (%)<br />14.9<br />6.5<br />><br />looping of emotional response (%)<br />5.4<br />17.8<br />
  20. 20. Selected results: Differences between US and German videos<br />Gender<br /><ul><li>no major differences between countries
  21. 21. no gender differences of victims
  22. 22. more male pranksters (~ 57% in each country)</li></ul> <br />Age<br />prankster<br />victim<br />1.1<br />7.5<br />2.0<br />26.7<br />0-12<br />67.3<br />13-19<br />45.5<br />73.1<br />89.2<br />21.8<br />6.5<br />20 +<br />25.7<br />19.4<br />
  23. 23. Selected Results<br />Characteristics of Most Popular Scary Maze Game Videos<br />Example 1<br />Example 2<br />
  24. 24. Selected Results<br />Characteristics of Most Popular Scary Maze Game Videos<br />Example 3<br />Example 4<br />
  25. 25. approach<br />approach<br />media literacy<br />produce<br />analyze<br />access<br />become aware<br />inquire<br />reflect<br />evaluate<br />media in a variety <br />of forms<br />express<br />communicate<br />criticize<br />participate<br />“media competence”<br />approach<br />approach<br />Core Principles of Media Literacy Education<br />
  26. 26. Exploring Online Videos: <br />A Lesson for Grades 7 – 12<br /> <br />Learning Outcomes: Students will <br /><ul><li>recognize different ways to categorize online videos by personal pleasure, genre, purpose, author, and audience response.
  27. 27. gain knowledge about the research method of content analysis.
  28. 28. strengthen discussion, listening, speaking and analytic skills.
  29. 29. use comparison-contrast to identify patterns in media messages.
  30. 30. reflect on the ethical relationship between the author, subject and audience. </li></li></ul><li>Engage<br />Online Videos: What we like and dislike <br />
  31. 31. Analyze<br />How to Categorize Internet Video?<br />Videos I Like – Videos I Dislike<br />Music Video – Movies – Sports – Reality, etc.<br />Amateur – Professional<br />Information – Entertainment – Persuasion<br />Socially Acceptable – Controversial<br />Why is it important to think about these ways of categorizing Internet videos?<br />
  32. 32. Transition: The Scary Maze Game Videos<br />Basic facts and student familiarity<br />Sharing our reactions<br />
  33. 33. Analyze: create a chart<br />ContentAnalysis<br /> A systematic approach to examining patterns in the content of media messages<br />What patterns in Scary Maze Videos Can You Find?<br />
  34. 34. Learn and discuss<br />A Social Taboo Becomes Normalized<br />
  35. 35. Reflect<br />Reflecting on ethical issues and on our Social Responsibilities as Authors and Audience Members<br />Discussing moral dilemmas: <br />Imagine your best friend asks you to upload a scare prank video of his little sister to YouTube. What would you do?<br />
  36. 36. SilkeGrafe<br />Ruhr-Universität Bochum<br />Department of Education<br />Bochum, Germany<br />http://www.ife.rub.de/unterrichtsforschung<br />Email: silke.grafe@rub.de<br />Renee Hobbs <br />Temple University <br />Media Education Lab<br />Philadelphia, PA, USA<br />http://mediaeducationlab.com<br />Email: renee.hobbs@temple.edu<br />

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