Online humour as a community-building cushioning glue

Marone, Vittorio

doi:10.7592/ejhr2015.3.1.marone

Cited by 21 publications

(7 citation statements)

References 48 publications

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“…Baym (1995) advanced that a friendly social context was created despite the impersonal elements of the medium. Marone (2015) analyzed the discursive functions of humor in natural online interactions where participants presented, discussed, and criticized user-generated artifacts. The study revealed that humor was identified through linguistic tools including lexical selection, capitalization, wordplay, extreme case formulations, and emoticons.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The co-construction of humor in computer-mediated teacher-student communication

Moalla

Amor

2020

Discourse & Society

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This paper investigates the way online humorous exchanges are jointly constructed and recognized by a teacher and her students. It focuses on the role humor studies play in understanding issues related to Computer-mediated Communication (CMC). The data consist of synchronous discussions of 11 Tunisian learners of English and their teacher via instant messaging on Skype. The analysis uses the notion of script oppositions (SOs) in the General Theory of Verbal Humor (GTVH) and offers an account for the internal structure of exchanges; how the exchange begins with a serious mode, how it gradually develops into a humorous play frame, and how inferences are drawn. The study reveals that humor is created by activating binary SOs and shows that the teacher/student dynamics can make joking online more difficult to interpret than joking among peers. With reference to the analysis of the specific context of the CMC discussions, a serious set up of a humorous sequence created by a teacher can leave students uncertain toward the playfulness of the sequence. A playful set up, on the other hand, makes participants engage in a joint fantasy and build new layers of meaning as the conversation develops.

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Section: Theoretical Frameworkmentioning

confidence: 99%

The co-construction of humor in computer-mediated teacher-student communication

Moalla

Amor

2020

Discourse & Society

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“…These accessible and integrated game design toolkits prompt a convergence of roles between players and creators ("playators," cfr. Marone, 2015b), which allows users to express their creativity through playful design (see Fig. 5).…”

Section: Game Design As Editingmentioning

confidence: 99%

Playful Constructivism: Making Sense of Digital Games for Learning and Creativity Through Play, Design, and Participation

Marone¹

2016

JVWR

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The goal of this article is to provide a conceptual framework to better understand digital games in learning and creative contexts through the dimensions of play, design, and participation. This framework can be used as a guiding tool for the selection, implementation, and evaluation of game-based approaches in formal and informal educational settings, as well as a blueprint for making sense of playful learning and creativity in virtual worlds and technology-mediated environments. In essence, this article seeks to answer the question “What are digital games and how can we make sense of them for learning and creativity?” The proposed visual model and conceptual framework, here defined as Playful Constructivism, is grounded on the learning theories of Situated Cognition, Social Constructivism, and Constructionism, and draws from play and game studies, design-based learning, and affinity spaces research. This framework is not intended as the “ultimate” conceptualization of game-based learning, but rather as an agile tool that can guide scholars, practitioners, and students through the affordances, challenges, and opportunities of implementing and using digital games in learning and creative contexts.

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“…Others have looked at, for example, students' oral vocabulary and writing skills development (Golonka, Tare, & Bonilla 2017;Lai, 2016;Reynolds & Anderson, 2015), the interaction between text and video (Hung & Higgins, 2016), and social and cognitive presence in chats (Wang et al, 2016). Expressions of empathy (Pfeil & Zaphiris, 2007) and humor (Marone, 2015) have also been studied. Räsänen and Muhonen (2020b) focused on community building in Finnish language learners' Padlet chat: While students shared glimpses of their everyday lives and commented on each other's language productions, they also discussed belonging to a supportive community of learners.…”

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confidence: 99%