Kelly Byke said...
Hello Tamlin!I really enjoyed learning about what you've discovered in online communities. I was wondering about your reference to the fine line between being an avid online gamer and an addicted one. Is there any research out there that points to what types of people are more susceptible to these kinds of addictions? Do you know why these people become addicted to these games? Perhaps it is solely because of their need to complete a level (or levels), or win?
Kelly, when you asked me this question I started to do a little more research on the subject and found that the research seems to be pretty limited. I however found a very interesting article on this subject written by David Becker (http://news.com.com/2102-1040_3-881673.html?tag=st.util.print).
Becker first stated that many of the online gamers call the games “heroinware” because they are so addictive. Becker found that many of the people who are addicted to these games are lonely; they have “never felt like they belonged.” The games help them belong to some type of group and give them a chance to interact with online friends who are interested in the same things they are.
Becker confirmed that another reason that people become so addicted to these games is because “they have complex systems of goals and achievements.” Becker quoted one gamer as saying “I’d say the most addictive part for me was definitely the gain of power and status.”
I believe that there are many different elements that contribute to people becoming addicted to these games. It could be they are lonely, competitive, like the interaction with other people, or really just enjoy playing because it takes their minds off of other things. I think that people really need to keep an eye on how much they play and realize when it starts to become a problem. When that happens they need to seek help to combat their addiction.
Reference:
Becker, D. (2006, May 14). When Games Stop Being Fun. News.com. Date accessed 4/25/2007. http://news.com.com/2102-1040_3-881673.html?tag=st.util.print.
Wednesday, April 25, 2007
Tuesday, April 24, 2007
Symptoms of Online Gaming/Internet Addiction
What can be the symptoms of online gaming/internet addiction?
Reading through many articles I have found that the symptoms of online gaming and internet addiction have very similar characteristics. First of all according to Pam Belluck, a writer for the New York Times, one of the main symptoms is staying online longer than you had originally intended to. This may not sound like a big deal but many internet addicts are staying online so late that they are tired the next morning and find it hard to get out of bed. Another indication that you are an internet/gaming addict is when you start to avoid your friends and family so that you are able to spend more time on the web. Belluck describes this as continually coming up with excuses of why you would rather stay home then spend time with your friends and family. Finally Belluck finds that you are probably an addict of online gaming and the internet when you are still using the internet even though you know that it causes problems in your social life. In this case you may have tried many times to cut back your use of the internet but these attempts have had unsuccessful outcomes.
If you find that you have an internet/gaming addiction there are many resources that are available to you. First, there are many different surveys online that you can take to see if you fit the profile of an addict. Then, if you fit the profile there are many different “Internet Addiction Support Group’s” you can join.
Reference:
Belluck, P. (1996, December 1). The Symptoms of Internet Addiction. The New York
Times. 4, 5, 1, Week in Review.
Reading through many articles I have found that the symptoms of online gaming and internet addiction have very similar characteristics. First of all according to Pam Belluck, a writer for the New York Times, one of the main symptoms is staying online longer than you had originally intended to. This may not sound like a big deal but many internet addicts are staying online so late that they are tired the next morning and find it hard to get out of bed. Another indication that you are an internet/gaming addict is when you start to avoid your friends and family so that you are able to spend more time on the web. Belluck describes this as continually coming up with excuses of why you would rather stay home then spend time with your friends and family. Finally Belluck finds that you are probably an addict of online gaming and the internet when you are still using the internet even though you know that it causes problems in your social life. In this case you may have tried many times to cut back your use of the internet but these attempts have had unsuccessful outcomes.
If you find that you have an internet/gaming addiction there are many resources that are available to you. First, there are many different surveys online that you can take to see if you fit the profile of an addict. Then, if you fit the profile there are many different “Internet Addiction Support Group’s” you can join.
Reference:
Belluck, P. (1996, December 1). The Symptoms of Internet Addiction. The New York
Times. 4, 5, 1, Week in Review.
Thursday, April 5, 2007
Conclusion
The virtual world is so amazing that it is no wonder that people can get caught up in it. In virtual worlds you can be and do anything that you want to. There are many good sides to this, but you have to be careful of all of the bad sides too. This type of world is continuing to grow exponentially and it does not look like there will be any stop to the growth. Virtual worlds are the wave of the future.
Online Communities
Online Communities
Goodfellow (2005) quoted Rheingold who said “people in virtual communities do just about everything people do in real life, but we leave our bodies behind” (p. 116). Goodfellow goes on to state that “membership of an online community is not just a matter of belonging to an organization, having a title or having personal relations with some people, but involves patterns of participation and non-participation in practice” (p. 117). These two statements are what an online community is all about. The younger generation has really taken on to the concept of online communities and they are the ones who are leading other generations into participating in them.
The types of online communities that are available seem to be endless. No matter what type of community you are looking for you are bound to find it. Sally J. Mcmillan and Margaret Morrison (2006) said that these communities are centered on “specific interests, hobbies, or beliefs” (p. 84). This is one spot of the virtual world that the younger generation has reached out to. They have done this by creating pages on MySpace and FaceBook.
Anastasia Goodstein (2006) found that in these types of sites the teens are “experimenting with their identity” (p.1). They are “experimenting with being someone else,” Goodstein (2006) says. Having these online communities allows teens to “break out of whatever labels they may have been given in the offline world” asserts Goodstein (2006). These teens are able to make up what ever identity they want to and not be judged by their peers. This can be both a good thing if the teens do not take it too far. They have to be guided to what their limitations are. If they know what their limitations are they should be able to belong to these types of communities and experiment with their identities at the same time.
Gamers, mainly the ones who participate in MUDs, form online communities that many people think go way too far into the virtual world. Many people become addicted to these games and as Daniel Sieberg found, they may even start to neglect their families before they realize there is a problem http://www.cbsnews.com/blogs/2007/04/05/eveningnews/techtalk/entry2651934.shtml. There is a fine line between an avid player and an obsessed play Sieberg states. Once you have become obsessed with the game you need to find help to deal with your addiction. If you are interested in online gaming check out this blog http://www.engamers.com/.
Mcmillan and Morrison (2006) found that thru the internet people were able to find themselves as part of a global community, but many of the participants knew that online communities should not replace live communities. Some of the participants in the study “expressed their concerns about the effects that online socializing had on their offline social lives” (p. 85). Mcmillan and Morrison (2006) found that one person stated he was able to show who he really was online and in person he had a hard time doing that.
Another thing that Mcmillan and Morrison (2006) found was that the participants of the study were very dependent on their online communities. They used the interaction they had online to define who they were and seemed to need it to “maintain social interactions.” These young adults in this study found many good and bad things about online communities, but mostly they had a consensus that it is very overwhelming.
References:
Goodfellow, R. (2005). Virtuality and the Shaping of Educational Communities. Education,
Communication & Information, 5, 113-129.
Goodstein, A. (2006, December 5). My So-Called Virtual Life. In Business Week Online.
Retrieved from http://web.ebscohost.com.
Mcmillan, S. J. & Morrison, M. (2006). Coming of Age with the Internet: A qualitative
exploration of how the Internet has become an integral part of young people’s lives. New
Media & Society, 8, 73-95.
Goodfellow (2005) quoted Rheingold who said “people in virtual communities do just about everything people do in real life, but we leave our bodies behind” (p. 116). Goodfellow goes on to state that “membership of an online community is not just a matter of belonging to an organization, having a title or having personal relations with some people, but involves patterns of participation and non-participation in practice” (p. 117). These two statements are what an online community is all about. The younger generation has really taken on to the concept of online communities and they are the ones who are leading other generations into participating in them.
The types of online communities that are available seem to be endless. No matter what type of community you are looking for you are bound to find it. Sally J. Mcmillan and Margaret Morrison (2006) said that these communities are centered on “specific interests, hobbies, or beliefs” (p. 84). This is one spot of the virtual world that the younger generation has reached out to. They have done this by creating pages on MySpace and FaceBook.
Anastasia Goodstein (2006) found that in these types of sites the teens are “experimenting with their identity” (p.1). They are “experimenting with being someone else,” Goodstein (2006) says. Having these online communities allows teens to “break out of whatever labels they may have been given in the offline world” asserts Goodstein (2006). These teens are able to make up what ever identity they want to and not be judged by their peers. This can be both a good thing if the teens do not take it too far. They have to be guided to what their limitations are. If they know what their limitations are they should be able to belong to these types of communities and experiment with their identities at the same time.
Gamers, mainly the ones who participate in MUDs, form online communities that many people think go way too far into the virtual world. Many people become addicted to these games and as Daniel Sieberg found, they may even start to neglect their families before they realize there is a problem http://www.cbsnews.com/blogs/2007/04/05/eveningnews/techtalk/entry2651934.shtml. There is a fine line between an avid player and an obsessed play Sieberg states. Once you have become obsessed with the game you need to find help to deal with your addiction. If you are interested in online gaming check out this blog http://www.engamers.com/.
Mcmillan and Morrison (2006) found that thru the internet people were able to find themselves as part of a global community, but many of the participants knew that online communities should not replace live communities. Some of the participants in the study “expressed their concerns about the effects that online socializing had on their offline social lives” (p. 85). Mcmillan and Morrison (2006) found that one person stated he was able to show who he really was online and in person he had a hard time doing that.
Another thing that Mcmillan and Morrison (2006) found was that the participants of the study were very dependent on their online communities. They used the interaction they had online to define who they were and seemed to need it to “maintain social interactions.” These young adults in this study found many good and bad things about online communities, but mostly they had a consensus that it is very overwhelming.
References:
Goodfellow, R. (2005). Virtuality and the Shaping of Educational Communities. Education,
Communication & Information, 5, 113-129.
Goodstein, A. (2006, December 5). My So-Called Virtual Life. In Business Week Online.
Retrieved from http://web.ebscohost.com.
Mcmillan, S. J. & Morrison, M. (2006). Coming of Age with the Internet: A qualitative
exploration of how the Internet has become an integral part of young people’s lives. New
Media & Society, 8, 73-95.
Education
Education
The virtual world has become very prominent in educational systems today. Goodfellow (2005) states the reason for this is because people now have to find some sort of balance between work, social lives and education. This is easier to accomplish when people have the opportunity to take online classes.
Andres Fortino and Paige Wolf (2007) found that you need to have three factors to make an online program successful in the educational sectors. First, you need to make the business case. What Fortino and Wolf (2007) mean by this is you need to make sure you have an “institutional mission, stakeholder support, and a thorough cost-benefit analysis” (p. 30). Second, you need to make sure that you have a successful approach. To have a successful approach you need to consider “how far its typical students must travel to sit in a physical classroom, what kind of access they have to the Internet, how their work schedules might affect their ability to attend classes, and what advantages the faculty might gain by using various learning tools and formats” (p. 32). Finally you need to make sure that the transition is manageable. Faculty members must be trained appropriately for a virtual environment. They need to understand that having a virtual classroom will not affect the quality of the education.
Neil Pollock and James Cornford (2002) found that virtual universities have the ability to “reshape traditional university geographies, as well as the methods, relationships, and perhaps even the ‘ethos’, of the academy” (p. 359). But in all reality Pollock and Cornford (2002) point out the virtual universities are only a “tiny fraction of current provision in higher education, and that their significance lies not so much in their actual number or market share, but in the pressures they bring to bear upon the rest of the higher education sector to adopt their methods, strategies and technologies” (p. 360).
References:
Fortino, A. & Wolf, P. P. (2007). Going the Distance. BizEd, January/February, 30-35.
Goodfellow, R. (2005). Virtuality and the Shaping of Educational Communities. Education,
Communication & Information, 5, 113-129.
Pollock, N. & Cornford, J. (2002). The Theory and Practice of the Virtual University: Working
Through the Work of Making Work Mobile, Minerva, 40, 359-373.
The virtual world has become very prominent in educational systems today. Goodfellow (2005) states the reason for this is because people now have to find some sort of balance between work, social lives and education. This is easier to accomplish when people have the opportunity to take online classes.
Andres Fortino and Paige Wolf (2007) found that you need to have three factors to make an online program successful in the educational sectors. First, you need to make the business case. What Fortino and Wolf (2007) mean by this is you need to make sure you have an “institutional mission, stakeholder support, and a thorough cost-benefit analysis” (p. 30). Second, you need to make sure that you have a successful approach. To have a successful approach you need to consider “how far its typical students must travel to sit in a physical classroom, what kind of access they have to the Internet, how their work schedules might affect their ability to attend classes, and what advantages the faculty might gain by using various learning tools and formats” (p. 32). Finally you need to make sure that the transition is manageable. Faculty members must be trained appropriately for a virtual environment. They need to understand that having a virtual classroom will not affect the quality of the education.
Neil Pollock and James Cornford (2002) found that virtual universities have the ability to “reshape traditional university geographies, as well as the methods, relationships, and perhaps even the ‘ethos’, of the academy” (p. 359). But in all reality Pollock and Cornford (2002) point out the virtual universities are only a “tiny fraction of current provision in higher education, and that their significance lies not so much in their actual number or market share, but in the pressures they bring to bear upon the rest of the higher education sector to adopt their methods, strategies and technologies” (p. 360).
References:
Fortino, A. & Wolf, P. P. (2007). Going the Distance. BizEd, January/February, 30-35.
Goodfellow, R. (2005). Virtuality and the Shaping of Educational Communities. Education,
Communication & Information, 5, 113-129.
Pollock, N. & Cornford, J. (2002). The Theory and Practice of the Virtual University: Working
Through the Work of Making Work Mobile, Minerva, 40, 359-373.
Business
Business
Virtual teams have become an important part of businesses today due to “an increase in corporate restructuring, competition, and globalization,” says Deborah Roebuck, Stephen J. Brock and Douglas Moodle in an article written in Business Communication Quarterly (Roebuck, Brock, Moodle, 2004, p. 359). A study done by C. Erik Timmerman & Craig R. Scott, written in Communication Monographs, found that as of 2000, “80% of Fortune 500 companies involved half of their employees in virtual teams” (Timmerman & Scott, 2006, p. 108).
Robin Goodfellow (2005) found that virtual communities are being used to communicate knowledge over a wide range of practitioners. The virtual communities make this very easy to do. You are able to communicate with people that are located throughout the world that are working in your same field with different types of expertise.
Roebuck et al. describes three challenges that are faced when you are participating in a virtual team:
1. You need to “compensate for the lack of face-to-face interaction.” This is because when you have a live group you are able to rely “voice levels, smiles, and raised eyebrows to determine whether they are being understood” (2004, p. 359). In a virtual team you do not have that luxury.
2. It is hard to build a relationship in a virtual team. To have a successful team you need to build trust and without face-to-face interaction it is hard to build trust (2004, p. 359).
3. You have to find a way to “access and leverage the unique knowledge of each member to achieve the team’s goal” (2004, p. 359).
These are just a few of the challenges that businesses have to overcome when they decide to go “virtual.” Virtual teams can be very beneficial to companies but the lack of face-to-face interaction can be detrimental to the communication of the team. Businesses need to find a happy medium between the two to make sure they are utilizing all of their resources efficiently.
References:
Goodfellow, R. (2005). Virtuality and the Shaping of Educational Communities. Education,
Communication & Information, 5, 113-129.
Roebuck, D. B. , Brock, S. J. & Moodie, D. R. (2004). Using a Simulation to Explore the
Challenges of Communicating in a Virtual Team. Business Communication Quarterly,
67, 359-367.
Timmerman, C. E., & Scott, C. R. (2006). Virtually Working: Communicative and Structural
Predictors of Media Use and Key Outcomes in Virtual Work Teams. Communication
Monographs, 73, 108-136.
Virtual teams have become an important part of businesses today due to “an increase in corporate restructuring, competition, and globalization,” says Deborah Roebuck, Stephen J. Brock and Douglas Moodle in an article written in Business Communication Quarterly (Roebuck, Brock, Moodle, 2004, p. 359). A study done by C. Erik Timmerman & Craig R. Scott, written in Communication Monographs, found that as of 2000, “80% of Fortune 500 companies involved half of their employees in virtual teams” (Timmerman & Scott, 2006, p. 108).
Robin Goodfellow (2005) found that virtual communities are being used to communicate knowledge over a wide range of practitioners. The virtual communities make this very easy to do. You are able to communicate with people that are located throughout the world that are working in your same field with different types of expertise.
Roebuck et al. describes three challenges that are faced when you are participating in a virtual team:
1. You need to “compensate for the lack of face-to-face interaction.” This is because when you have a live group you are able to rely “voice levels, smiles, and raised eyebrows to determine whether they are being understood” (2004, p. 359). In a virtual team you do not have that luxury.
2. It is hard to build a relationship in a virtual team. To have a successful team you need to build trust and without face-to-face interaction it is hard to build trust (2004, p. 359).
3. You have to find a way to “access and leverage the unique knowledge of each member to achieve the team’s goal” (2004, p. 359).
These are just a few of the challenges that businesses have to overcome when they decide to go “virtual.” Virtual teams can be very beneficial to companies but the lack of face-to-face interaction can be detrimental to the communication of the team. Businesses need to find a happy medium between the two to make sure they are utilizing all of their resources efficiently.
References:
Goodfellow, R. (2005). Virtuality and the Shaping of Educational Communities. Education,
Communication & Information, 5, 113-129.
Roebuck, D. B. , Brock, S. J. & Moodie, D. R. (2004). Using a Simulation to Explore the
Challenges of Communicating in a Virtual Team. Business Communication Quarterly,
67, 359-367.
Timmerman, C. E., & Scott, C. R. (2006). Virtually Working: Communicative and Structural
Predictors of Media Use and Key Outcomes in Virtual Work Teams. Communication
Monographs, 73, 108-136.
Introduction
There are many different types of “virtual worlds” that people participate in everyday. Wikipedia defines virtual worlds as “a computer-based simulated environment intended for its users to inhabit and interact via avatars.” Virtual worlds can take place in reality or in fiction, with multiple users or just one. The use of virtual worlds is growing exponentially in the business and educational sectors because of the ability to communicate with people in “real time” even though the people they are communicating with are located throughout the world. Also, online communities are using virtual worlds to communicate with people who have similar things in common with them and gamers who play different types of “MUD” games use virtual worlds to participate in their games.
Tuesday, April 3, 2007
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