Поздравление юбиляру Елене Георгиевне Эльяшевич - 75 лет!

ФАРМАЦЕВТЫЮБИЛЕИ И ДРУГИЕ ВАЖНЫЕ СОБЫТИ

Exploring Visual Communication and Competencies Through Interaction with Images in Social Media

The students of today are surrounded by visual information, online as well as offline. This study examines visual communication and active competencies when interacting with longer-lasting images in social media. Focusing on one focus student in upper secondary school in Finland, the ethnographic data consist of 41 images that the focus student interacted with, by liking or sharing, on Tumblr and Instagram during school time. The data are collected during 3–5 consecutive days once a year during the focus students three years in upper secondary school. Three interviews function as secondary data. Drawing on visual ethnography and different levels of messages in visual material, the analysis shows that the focus student interacts with images in a way that communicates the kind of persona the focus student wishes to convey in social media. Thus, the findings indicate that four competencies are active while interacting with images in social media: visual competency; technical competency; knowledge of social norms; and knowledge of self. Therefore, we claim that there are active competencies when interacting with images on social media and that this should be considered in the educational discourse on youth as media users.Peer reviewe

A CA perspective on kills and deaths in Counter-Strike : Global Offensive video game play

The interest in studying multiplayer video game play has been growing since the mid-2000s. This is in part due to growing interest in games that are part of eSports settings such as Counter-Strike: Global Offensive (CS:GO), which is one of the main games within eSports, and is the video game that is studied in this paper. Studies of multiplayer video game play from a conversation analysis (CA) participant perspective appear to be scarce, although they are steadily becoming a legitimate topic in ethnomethodological conversation analytical (EMCA) studies. EMCA studies have mostly focused on aspects around the screen, and on how physically present players interact and draw upon resources both on- and off-screen. Some studies have taken the CA perspective further and blur the on-/off-screen dichotomy to better understand on-screen actions as social actions worthy of study. The aim of this article is to describe and gain new understanding of how participants socially organize their game play with a focus on sequentiality and accountability connected to “kills” (K) and “deaths” (D) in CS:GO. The social organizational structure of game play connected to K- and D-events in CS:GO can be described as a set of “rules” that participants orient to. In short, these rules appear to encompass communication efficiency: K-events are more often other-topicalized, and D-events are more often self-topicalized; spectating provides more sequential and temporal space for topicalization; and D-events are oriented to as more problematic events in need of further negotiation. In-and-through describing the social organization connected to K- and D-events from a participant’s perspective, it becomes evident that “killing” and “dying” in-game is not oriented to in a literal fashion. They are oriented to as frequent events that are basic parts of the game’s mechanics and of playing the game to win or lose.publishedVersio

Exploring Peer Mentoring and Learning Among Experts and Novices in Online in-Game Interactions

Becoming a competent player of online games involves complex processes and networks of online and offline life where the player is socialized into social norms and expectations. An important aspect of what constitutes gamers learning trajectories is guidance from experienced players. Games are public spheres where learning is social and distributed and where players often are enabled to learn new and advanced competencies. However, there is little educational research on how these competencies are cultivated and employed within a competitive gaming scene. In the current paper, we analyze the mentor-apprentice relationship between an expert and a novice in the multiplayer FPS CS:GO within an eSports and educational context. By assuming a dialogic approach to meaning making, we will examine how novices and experts uphold and talk the relationship into being and how the peer teaching and learning manifests in the in-game interaction. The ethnographic data was collected in collaboration with a vocational school with an eSports program in Finland in 2017-2018. Students (aged 17-18, all male) playing CS:GO shared screen recordings of their matches and took part in interviews. The participants play in two different teams. Here, we focus on Martin (expert) and John (novice) from team one. Martin was the highest ranked team member, something his team members are aware of and make relevant in interviews and in-game interactions. This position seems to provide him authority and leadership within the team. In the interviews, Martin aligns with being the leader and repeatedly mentions that he coached John to become part of the team. This relationship is also evident in the in-game data where Martin, together with the rest of the team, often provides feedback and support for John. The learning appears to be how to become competent in the game, and there are strong indications of other aspects of learning that relate to sociality and leadership.acceptedVersio

Gamifying literature and aesthetic processes : a student perspective on an interactive play

Peer reviewe

Coordinating teamplay using named locations in a multilingual game environment - Playing esports in an educational context

Author's accepted version (postprint).This is an Accepted Manuscript of an article published by Taylor & Francis in Classroom Discourse on 03/02/2022.Available online: https://www.tandfonline.com/doi/full/10.1080/19463014.2021.2024444acceptedVersio

Callouts as a coordinating device in a team-based networked first-person shooter game

This study investigates the role of callouts as a vital communicative and coordinating practice in Counter-Strike: Global Offensive (CS:GO), a team-based networked first-person shooter (FPS) video game. Through callouts, players share relevant information regarding opponents’ locations and movements, contributing to a co-construction of a distributed knowledge of the game environment. By analyzing callouts as a coordinating device that is part of sequences of actions, this research delves into their significance in shaping the overall structural organization of activities in competitive CS:GO gameplay. The analysis also demonstrates the utility of ethnomethodological conversation analysis (EMCA) for understanding the communicative richness of social practices in team-based networked video games.Peer reviewe

Understanding Esports Teamplay as an Emergent Choreography

We, as analysts and researchers of game play, may be overlooking important aspects of players’ actions that may help us understand the interconnectedness of interactional resources, such as body, gaze, talk and avatar actions, in players’ gaming experiences. Players, from their perspective, do not necessarily concern themselves with making distinctions between, for example, off-screen and on-screen actions at all. They employ all, and whatever, interactional resources that are available to them to play together as a team. This may become especially salient in multiplayer esports games where players are geographically dispersed. This study analyses several Counter-Strike: Global Offensive (CS:GO) matches being played by esports teams, in an attempt to, from an ethnomethodological (EM) participant perspective, understand how teams coordinate, or choreograph, their game play as part of larger sequences of situationally emergent tactics. We incorporate an understanding of expanded choreography developed within the field of dance and draw on the structural possibilities of choreography, seeking to understand the actions, collaboration, and coordination in the players’ game play through analyzing interactional resources and movement qualities enacted when playing. Understanding individual players’ actions and team actions as part of a larger, emergent, choreography may help us to better realize how esports players in a team, intersubjectively, construct a ’mental map’ of current and next actions, which affect their own (individual) current and next actions