1. Schadenfreude on YouTube: Online Pranking as a Topic for Media Literacy Education in the United States and in Germany Renee Hobbs Temple University Media Education Lab Philadelphia, PA, USA SilkeGrafe Ruhr-Universität Bochum Department of Education Bochum, Germany 2011 NAMLE Conference Philadelphia, USA

2. The „Maze Game“ on Youtube http://www.youtube.com/watch?v=P_y8RdJ0HzY http://www.youtube.com/watch?v=W2R9YTXJeWE http://www.youtube.com/watch?v=TyOr9RAMzmM http://www.youtube.com/watch?v=q-MAR7n3qrQ http://www.youtube.com/watch?v=aQff6yj6vWA

3. Research questions Are there differences between German and US examples of user-generated video depicting “scary maze game”? Are there specific content features of these videos that contribute to their popularity? Which classroom activities seem adequate to develop student skills of critical thinking, building empathy and moral reasoning? Methodology sample: n = 200 video statistics from YouTube data collection: content analysis

5. viral videos

6. from 2002: “scare pranks” or “scary mazes”

7. YouTube search on “scary maze game” in July 2011:12.100 results

8. global phenomenonSources of images: lead.jpg, http://fc04.deviantart.net/fs71/f/2010/134/6/3/Man_Scared_Face_Reference_by_ahtibat_stock.jpg, http://im.videosearch.rediff.com/thumbImage/videoImages/videoImages1/youtube/rdhash4/W2R9YTXJeWE.gif

10. comments: > 47.000

12. likes: > 40.000

13. dislikes: > 4.400

14. most popular in: Source of images: http://www.youtube.com/watch?v=oh87njiWTmw

18. Schadenfreude, ridicule and (destructive) humorSource of images: http://mediamusings.dsc.rmit.edu.au/files/2011/05/mr-schadenfreude.png

19. Differences between US and German videos > total length (sec.) 125 (110) 69 (65) > post scare reaction (sec.) 28 (49) 13 (18) editing > intro and/or titles (%) 31.7 8.6 > music (%) 7.5 12.9 > slow motion (%) 14.9 6.5 > looping of emotional response (%) 5.4 17.8

21. no gender differences of victims

22. more male pranksters (~ 57% in each country) Age prankster victim 1.1 7.5 2.0 26.7 0-12 67.3 13-19 45.5 73.1 89.2 21.8 6.5 20 + 25.7 19.4

23. Selected Results Characteristics of Most Popular Scary Maze Game Videos Example 1 Example 2

24. Selected Results Characteristics of Most Popular Scary Maze Game Videos Example 3 Example 4

25. approach approach media literacy produce analyze access become aware inquire reflect evaluate media in a variety of forms express communicate criticize participate “media competence” approach approach Core Principles of Media Literacy Education

27. gain knowledge about the research method of content analysis.

28. strengthen discussion, listening, speaking and analytic skills.

29. use comparison-contrast to identify patterns in media messages.

31. Analyze How to Categorize Internet Video? Videos I Like – Videos I Dislike Music Video – Movies – Sports – Reality, etc. Amateur – Professional Information – Entertainment – Persuasion Socially Acceptable – Controversial Why is it important to think about these ways of categorizing Internet videos?

32. Transition: The Scary Maze Game Videos Basic facts and student familiarity Sharing our reactions

33. Analyze: create a chart ContentAnalysis A systematic approach to examining patterns in the content of media messages What patterns in Scary Maze Videos Can You Find?

34. Learn and discuss A Social Taboo Becomes Normalized

35. Reflect Reflecting on ethical issues and on our Social Responsibilities as Authors and Audience Members Discussing moral dilemmas: Imagine your best friend asks you to upload a scare prank video of his little sister to YouTube. What would you do?

36. SilkeGrafe Ruhr-Universität Bochum Department of Education Bochum, Germany http://www.ife.rub.de/unterrichtsforschung Email: silke.grafe@rub.de Renee Hobbs Temple University Media Education Lab Philadelphia, PA, USA http://mediaeducationlab.com Email: renee.hobbs@temple.edu