This document discusses scary maze games posted on YouTube and analyzes differences between American and German videos. It conducted a content analysis of 200 videos and found American videos were longer on average and had longer reactions after scares. German videos used more looping of emotional responses. The document proposes a media literacy lesson plan where students analyze patterns in scary maze videos, discuss their social implications, and reflect on ethical issues as media creators and audiences.
Hobbs and Grafe Schadenfreude and Online Pranking Videos
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
8. global phenomenonSources 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
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
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?
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