novel issues in media-psychology

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1 novel issues in media-psychology Prof. Dr. Carmen Zahn University of Applied Sciences and Arts Northwestern Switzerland School of Applied Psychology Institute for Research and Development of Collaborative Processes

2 Introduction

3 University of Applied Sciences and Arts Northwestern Switzerland School of Applied Psychology Services Leitung ZfA* Study Center (ZfA) Direktion*** HochschulPersonal (HR) (Finanzen) Komm. & Marketing Institutsleitung** Leitung ZfWB* Advanced Studies ZfWB MOM Direktions-/HSL-Assistenz Institutsleitung** Instituts-Assistenz BSc: Studiengang-Leitung & Sekretariat AG BSc / Lehrende BSc MSc: Studiengang-Leitung & Sekretariat AG MSc / Lehrende MSc Leitung (HSL) Institute Humans in Complex Systems (MiKS) Institute for Research and Development of Collaborative Processes (ifk) BSc/MSc Studies BSc/MSc Studies Advanced Studies Advanced Studies Research MikS Research ifk Dienstleistung MikS Dienstleistung ifk AG WB / Lehrende WB MSc in Angewandter Psychologie, Hochschule für Angewandte Psychologie FHNW

4 What this workshop is about: In this workshop students learn about basic approaches in media psychology (e.g. motivational, approaches) and about important results of mediarelated research. Our specific focus is on digital 21st century media with topics relating to Internet use and use of digital tools for knowledge communication. For example, we will explore YouTube as a platform for entertainment, knowledge exchange and creative expression from a psychological perspective. The workshop builds mainly on practical and active participation by the students.

5 Topics & Goals of Today: Introduction Uses and gratifications Who we are and what this workshop is about Why do people use media? Media astools for knowledge communication YouTube as a tool for knowledge communication & «cyberlearning» Summary Cognitive and socio-cognitive functions of media Analysis from a psychological perspective Presentation of results and workshop wrap up

6 Do you know what Media Psychology is about?

7 What do media do to people? What do people do with media?

8

9 Media as tools to satisfy needs Uses and gratifications»

10 The «Uses and Gratifications» Approach:

11 General assumptions Goal-oriented, conscious use: Needs Gratifications Media Choice Dependent on alternatives Media use as seeking for gratifications Difference between gratifications sought and gratifications obtained Gratifikations obtained faciliate use Correlations with social and psychologal characteristics of users (Rubin, 1994) Important authors: Lazarsfeld & Stanton (40s), Katz (50s-70s), Rencksdorf, Palmgreen et al. (80s), Rubin (90s)

12 General Model Society andculture Meda structure and technologies Media contents Use habits Needs Expectations concerning media (and alternatives) Values/ attitudes Media consumpt ion Other behaviors Gratifications obtained Consequences cognitive, affective, socialinteractive Characteristics of the individual: social position, social contacts, loneliness, age, life style, life situation, psychological characteristics Adapted from Palmgreen, Wenner & Rosengren (1985), cit. in: Aelker, (2008, S. 19) changed for didactical reasons terms simplified and arrows left out

13 Gratifications of Internet Use

14 Empirical Study Dunne Lawlor & Rowley, 2010: «Bebo» 1 Class of girls (12 14 years, Irish) Group discussions in class, 3 4 persons, semi structured interviews: How do you use the Internet? Which Websites do you like? Why?

15 Table I. Gratifications sought and obtained (Dunne, Lawlor & Rowley, 2010, p.51) Gratifications sought Communication Friending Identity creation and management Entertainment Escapism and alleviation of boredom Information search Interacting with boys Gratifications obtained Portraying one s ideal image Peer acceptance Relationship maintenance Safety from embarrassment and rejection Engaging in playground politics

16 In sum: gratifications relate to social affiliation goals/social support affect related goals/attachment cognitive goals/information seeking

17

18 The example of YouTube

19 The example of YouTube 2011 more than 1 trillion views or YouTube is localized in 39 countries and across 54 languages One hour of video is uploaded to YouTube every second 4 billion videos are viewed a day

20 Brainstorming with «Post its» Group discussion Focus: How do we useyoutube? Which gratifications do we seek or obtain withyoutube?

21 Media as Tools for Information Search and Knowledge Aquisition

22 Knowledge Acquisition Media provide knowledge content and cognitive tools cognitive effects: knowledge acquisition Implicit route: incidental learning, cultivation of beliefs and values, being informed Explicit route: documentary, news, learning tools, informative sites, and (video) platforms

23 Media and Cognition 1 Media store and distribute knowledge content externalisation/creative expression communication of content independence of knowledge (time and space) e.g. YouTube videos

24 Media and Cognition 2 Media are cognitive tools outsourcing of cognitive operations distribution of cognitive load cognitive tools (e.g. Salomon, 1979) externalisation of rules in distributed tasks (Zhang & Norman,1994) example SPSS e.g. Editing functions

25 Media and Cognition 3 Media are socio cognitive tools distribution of cognitive operations over a mediated social situation media can stimulate, enable discussion facilitate deixis in discussions act as a group/collective memory (Suthers & Hundhausen, 2003)

26 Co-evolution of media and cognition knowledge tools (social) media competence

27 Co-evolution of media and cognition knowledge tools social competence Using Media Learning & skills development Changes in Using Media Changing Media

28 The example of YouTube.EDU

29 The example of YouTube - Schools

30

31 Try to seeyoutube as a tool for learning Which functions do you think can support learning? How would they possibly support learning?

32 «Why use YouTube in School?» YouTube EDU brings learners and educators together in a global video classroom Start your class off with an engaging video clip that brings a lesson to life and sparks a lively discussion. No longer will students be late for physics class when you begin the class with an engaging clip. Make the subjects applicable to your students' everyday lives by showing culturally relevant YouTube clips. Teach students video production and editing skills through projects and upload the videos to your classes YouTube channel. (Retrieved from:

33 What did we learn?

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