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Part III. Digital Media and Storytelling in Research | 117
manifest and latent content, which on the one hand represents the richness
of information for potential guests, but on the other hand, is also relevant
for the decision-making of firms.
The researcher can choose to take the objective perspective of an outsider
and avoid learning too much about the internal dynamics of the community.
This approach allows for quick access to data. However, in qualitative research,
the researcher is sometimes a member of the online study group. In such
action research, the researcher explores the online narrative manifestations
of members’ daily lives. Web 2.0 content, in particular public posts and
comments on social media and video-sharing portals, provide researchers
with unlimited access to data. As these individuals do not consent to their
data being used in research, care must be taken to ensure anonymity and that
they are not identifiable. Minors are a particularly vulnerable population.
Students and their schools are easily identifiable from the comments and posts
quoted verbatim in the study, so direct quotation should be avoided (Green
et al., 2019). Autoethnography is achieved when the researcher's subjective
experiences (e.g., notes in a diary) also become a source of research data
(Dörnyei & Mitev, 2015).
CHAPTER 7.
THE IMPACT OF NARRATIVE DIGITAL GAMES ON SKILL
DEVELOPMENT
Research on the effects of narrative video games on skill development has
not yet been conducted, especially in academic contexts, but until the mid¬
2010s, there were several studies on such effects in relation to so-called serious
games designed specifically for teaching-learning purposes. Molnar’s (2011)
control-group research with first and second-grade students (n = 100) showed
that context-independent computer games for learning purposes developed
students’ inductive reasoning. In a systematic literature review, Gomez and
Suarez (2021) reviewed English- and Spanish-language quantitative empirical
research conducted after 2012 which focused specifically on the use of serious
games in higher education. The results revealed that serious games develop
students’ strategic thinking, group decision-making skills and higher-order
thinking abilities. However, the review did not include findings regarding
the impact of such games.
Peer norms in video games have a strong influence on adolescents when
they play together, especially in regard to aggressive behaviors (Sun & Sun,
2021). The negative impacts of video games are reported in research in which
the combination of viewing video game streams and playing video games
leads to problematic use (resulting from too much time spent in the game’s
world) and aggressive behavior, especially for those under the age of 25.