Family dynamics around online social games: the Fortnite case
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May 4, 2022
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Abstract
During the last decade, online social games (OSGO) have become popular and integrated into our daily lives, creating conflicting positions about their potential effects on people and their relationships. Considering that children and young people are active users of these platforms, family dynamics have been affected by their irruption in the home. This article presents the results of a case study that explored the family dynamics generated around the use of Fortnite. The research was conducted in 2019, in two countries —Argentina and Chile—, where 82 semi-structured interviews were conducted to delve into the reality of families in which one or more members play Fortnite. A qualitative thematic approach allowed us to conclude that the use of this OSG makes family dynamics more complex, one of the most common problems being the concern of parents about the quality of the mediation.
Keywords
mediación parental, juego social online, dinámica familiar, relación adulto-juego, habilidades digitales críticasmediação parental, jogos sociais online, Dinâmica familiar, relação adulto-jogo, habilidades digitais críticasparent mediation, online social game, family dynamics, adult-game relationships, critical digital skills
References
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Craig, G., y Baucum, D. (2009). Desarrollo psicológico. Pearson.
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Del Moral Pérez, M. E. y Guzmán Duque, A. B. (2016). Jugar en red social: ¿Adicción digital versus comunicación e interacción en CityVille? Cuadernos.info, 38, 217-231. https://doi.org/10.7764/cdi.38.810
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Drotner, K. (1999). Dangerous media? Panic discourses and dilemmas of modernity. Paedagogica Historica, 35(3), 593-619. https://doi.org/10.1080/0030923990350303
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Fereday, J., y Muir Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80-92. https://doi.org/10.1177/160940690600500107
Ferguson, C. J. (2015). Does media violence predict societal violence? It depends on what you look at and when. Journal of Communication, 65, 1-22. https://doi.org/10.1111/jcom.12129
Fletcher, A. C., y Blair, B. L. (2014). Maternal authority regarding early adolescents’ social technology use. Journal of Family Issues, 35(1), 54-74. https://doi.org/10.1177/0192513X12467753
Flisher, G. (2010). Getting plugged in: An overview of internet addiction. Journal of Paediatrics and Child Health, 46(10), 557-559. https://doi.org/10.1111/j.1440-1754.2010.01879.x
García Sernaz, S. (2018). Videojuegos y violencia: una revisión de la línea de investigación de los efectos. Revista de la Escuela de Ciencias de la Educación, 1(13), 149-165. https://doi.org/10.35305/rece.v1i13.329
Gibson, W., y Brown, A. (2009). Working with qualitative data. Sage.
Gil, R., González, C., Paderewski, P., Arnedo, J., Domenech, M., y Lleras, M. (junio, 2019). Generación Z y Fortnite: nuevos paradigmas éticos de diseño de videojuegos. XX Congreso Internacional de Interacción Persona-Ordenador.
Grusec, J. (2010). Actitudes y creencias parentales: su impacto en el desarrollo de los niños. En Enciclopedia sobre el desarrollo de la primera infancia. Centre of Excellence for Early Childhood Development.
Guest, G., McQueen, K. M., y Namey, E. E. (2012). Applied thematic analysis. Sage. https://doi.org/10.4135/9781483384436
Kowert, R. (2018). A parent's guide to video games: The essential guide to understanding how video games impact your child's physical, social, and psychological well-being. CreateSpace Independent Publishing.
Livingstone, S., Haddon, L., Görzig, A., y Ólafsson, K. (2011). Risks and safety on the internet: The perspective of European children: Full findings and policy implications from the EU kids online survey of 9-16-year-olds and their parents in 25 countries. EU Kids Online Network.
Livingstone, S., y Helsper, E. (2008). Parental mediation of children's internet use. Journal of Broadcasting & Electronic Media, 52(4), 581-599. https://doi.org/10.1080/08838150802437396
López, E., y Jerez, I. (2011). Competencia digital y literacidad: formatos narrativos en el videojuego “Dragon Age: Orígenes”. Comunicar, 6, 165-170. https://doi.org/10.3916/C36-2011-03-08
Marsh, J., Hannon, P., Lewis, M., y Ritchie, L. (2017). Young children’s initiation into family literacy practices in the digital age. Journal of Early Childhood Research, 15(1), 47-60. https://doi.org/10.1177/1476718X15582095
Martínez-Cano, F., Cifuentes-Albeza, R., y Ivars Nicolás, B. (2019). Videojuegos prosociales, como espacio transicional lúdico para la paz: el caso de reconstrucción. Revista Latina de Comunicación Social, 74, 1470-1487. https://doi.org/10.4185/RLCS-2019-1394
Mascheroni, G. (2013). Parenting the mobile internet in italian households: Parents' and children's discourses. Journal of Children and Media, 440-456. https://doi.org/10.1080/17482798.2013.830978
Nikken, P., y Jansz, J. (2006). Parental mediation of children’s videogame playing: A comparison of the reports by parents and children. Learning, Media and Technology, 31(2), 181-202. https://doi.org/10.1080/17439880600756803
Nikken, P., y Schols, M. (2015). How and why parents guide the media use of young children. Journal of Child and Family Studies, 24(11), 3423-3435. https://doi.org/10.1007/s10826-015-0144-4
Nordernhaugh Ciholas, K. (1974). The integrity of the work of art: Thematic analysis as a critical method. En Gide's art of the fugue (pp. 37-49). University of Nortth Carolina Press.
Noy, C. (2008). Sampling knowledge: The hermeneutics of snowball sampling in qualitative research. International Journal of Social Research Methodology: Theory and Practice, 11(4), 327-344. https://doi.org/10.1080/13645570701401305
O’connor, T., Hingle, M., Chuang, R., Gorely, T., Hinkley, T., Jago, R., Lanigan, J., Pearson, N., y Thompson, D. (2013). Conceptual understanding of screen media parenting: Report of a working group. Childhood Obesity, 9(1), 110-118. https://doi.org/10.1089/chi.2013.0025
Przybylski, A. K. (2014). Electronic gaming and psychosocial adjustment. Pediatrics, 134, e716-e722. https://doi.org/10.1542/peds.2013-4021
Ramos-Soler, I., López-Sánchez, C., y Torrecillas-Lacave, T. (2018). Online risk perception in young people and its effects on digital behaviour. Comunicar, 56, 71-79. https://doi.org/10.3916/C56-2018-07
Ranney, M., Meizel, Z., Choo, E., Garro, A., Sasson, C., y Morrow Guthrie, K. (2015). Interview-based qualitative research in emergency care part II: Data collection, analysis and results reporting. Academic Emergency Medicine, 22(9), 1103-1112. https://doi.org/10.1111/acem.12735
Ruiz Collantes, X. (2013). Juegos y videojuegos. Formas de vivencias narrativas. En C. A. Scolari (Ed.), Homo videoludens 2.0. De Pacman a la gamification (pp. 20-50). Universitat de Barcelona.
Sánchez-Valle, M., de-Frutos-Torres, B., y Vásquez-Barrio, T. (2017). La influencia de los padres en la adquisición de habilidades críticas en Internet. Comunicar, 53, 103-111. https://doi.org/10.3916/C53-2017-10
Sanders, M., y Morawska, A. (2010). ¿Es posible que el conocimiento de los padres, las competencias y expectativas disfuncionales, y la regulación emocional mejoren los resultados en los niños? En Enciclopedia sobre el desarrollo de la primera infancia. Centre of Excellence for Early Childhood Development.
Sandoval-Obando, E. (2020). Caracterización del trastorno por videojuegos: ¿Una problemática emergente? Pensamiento Psicológico, 18(1), 87-102. https://doi.org/10.11144/Javerianacali.PPSI18-1.ctvp
Schaan, V., y Mezler, A. (2015). Parental mediation of children's television and video game use in Germany: Active and embedded in family processes. Journal of Children and Media, 9(1), 58-76. https://doi.org/10.1080/17482798.2015.997108
Tejeiro, R., y Bersabé, R. (2002). Measuring problem video game playing in adolescents. Addiction, 97(12), 1601-1606. https://doi.org/10.1046/j.1360-0443.2002.00218.x
Tolsá, J. (2012). Los menores y el mercado de las pantallas: una propuesta de conocimiento integrado. Grandes Generaciones Interactivas-Fundación Telefónica.
Valdemoros-San-Emeterio, M. A., Sanz-Arazuri, E., y Ponce-de-León-Elizondo, A. (2017). Ocio digital y ambiente familiar en estudiantes de Educación Postobligatoria. Comunicar, 50, 99-108. https://doi.org/10.3916/C50-2017-09
Weber, R., Behr, K. M., Fisher, J. T., Lonergan, C., y Quebral, C. (2020). Videogame violence and interactivity: Effect or equivalence? Journal of Communication, 70(2), 219-244. https://doi.org/10.1093/joc/jqz048
Willett, R. (2016). Domesticating online games for preteens-discursive fields, everyday gaming, and family life. Children’s Geographies, 15(2), 146-159. https://doi.org/10.1080/14733285.2016.1206194
Young, K. (2015). Video and Online Game Addiction Test. NetAddiction.
Zeni, J. (2009). Ethics and the ‘personal’ in action research. En S. Noffke y B. Somekh (Eds.), The Sage handbook of educational research (pp. 254-266). Sage.
Barudy, J., y Dantagnan, M. (2005). Los buenos tratos a la infancia. Parentalidad, apego y resiliencia. Gedisa.
Bartau-Rojas, I., Aierbe-Barandiaran, A., y Oregui-González, E. (2018). Parental mediation of the internet use of primary students: Beliefs, strategies and difficulties. Comunicar, 54, 71-79. https://doi.org/10.3916/C54-2018-07
Belsky, J. (2010). Determinantes socio-contextuales de los estilos de crianza. En Enciclopedia sobre el desarrollo de la primera infancia. Centre of Excellence for Early Childhood Development.
Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Sage.
Braun, V., y Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589-597. https://doi.org/10.1080/2159676X.2019.1628806
Bringué, X., y Sádaba, C. (Coords.). (2009). Nacidos digitales: una generación frente a las pantallas. Rialp.
Bringué, X, Sádaba, C., y Sanjurjo, E. (2013). Menores y ocio digital en el siglo XXI: análisis exploratorio de perfiles de usuarios de videojuegos en España. Bordón, Revista de Pedagogía, 65(1), 103-118. https://recyt.fecyt.es/index.php/BORDON/index
Bryman, A. (2012). Social research methods. Oxford University Press.
Buckingham, D., y Jensen, H. (2012). Beyond ‘media panics’: Reconceptualising public debates about children and media. Journal of Children and Media, 6(4), 413-429. https://doi.org/10.1080/17482798.2012.740415
Castillo, G. (2009). La realización personal en el ámbito familiar. EUNSA.
Chang, B., Chen, S. Y., y Jhan, S. N. (2015). The influences of an interactive group-based videogame: cognitive styles vs. prior ability. Computers & Education, 88, 399-407. https://doi.org/10.1016/j.compedu.2015.08.006
Chaudron, S. (2015). Young children (0-8) and digital technology: A qualitative exploratory study across seven countries. JRC Science Hub. https://doi.org/10.2788/00749
Craig, G., y Baucum, D. (2009). Desarrollo psicológico. Pearson.
Crookall, D. (2011). Serious games, debriefing and simulation/gaming as a discipline. Simulation & Gaming, 41(6), 898-920. https://doi.org/10.1177/1046878110390784
Daly, M. (2012). La parentalidad en la Europa contemporánea: un enfoque positivo. Gobierno de España, Ministerio de Sanidad, Servicios Sociales e Igualdad.
Del Moral Pérez, M. E. y Guzmán Duque, A. B. (2016). Jugar en red social: ¿Adicción digital versus comunicación e interacción en CityVille? Cuadernos.info, 38, 217-231. https://doi.org/10.7764/cdi.38.810
Diez, R., y Cabrera, M. (2017). Padres analógicos frente a huérfanos digitales. En S. Lluna y J. Pedreira (Coords.), Los nativos digitales no existen (pp. 117-133). Planeta.
Drotner, K. (1999). Dangerous media? Panic discourses and dilemmas of modernity. Paedagogica Historica, 35(3), 593-619. https://doi.org/10.1080/0030923990350303
Engenfeldt-Nielsen, S., Heide Smith, J., y Pajares, S. (2008). Understanding videogames. The essential introduction. Routledge.
Fereday, J., y Muir Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80-92. https://doi.org/10.1177/160940690600500107
Ferguson, C. J. (2015). Does media violence predict societal violence? It depends on what you look at and when. Journal of Communication, 65, 1-22. https://doi.org/10.1111/jcom.12129
Fletcher, A. C., y Blair, B. L. (2014). Maternal authority regarding early adolescents’ social technology use. Journal of Family Issues, 35(1), 54-74. https://doi.org/10.1177/0192513X12467753
Flisher, G. (2010). Getting plugged in: An overview of internet addiction. Journal of Paediatrics and Child Health, 46(10), 557-559. https://doi.org/10.1111/j.1440-1754.2010.01879.x
García Sernaz, S. (2018). Videojuegos y violencia: una revisión de la línea de investigación de los efectos. Revista de la Escuela de Ciencias de la Educación, 1(13), 149-165. https://doi.org/10.35305/rece.v1i13.329
Gibson, W., y Brown, A. (2009). Working with qualitative data. Sage.
Gil, R., González, C., Paderewski, P., Arnedo, J., Domenech, M., y Lleras, M. (junio, 2019). Generación Z y Fortnite: nuevos paradigmas éticos de diseño de videojuegos. XX Congreso Internacional de Interacción Persona-Ordenador.
Grusec, J. (2010). Actitudes y creencias parentales: su impacto en el desarrollo de los niños. En Enciclopedia sobre el desarrollo de la primera infancia. Centre of Excellence for Early Childhood Development.
Guest, G., McQueen, K. M., y Namey, E. E. (2012). Applied thematic analysis. Sage. https://doi.org/10.4135/9781483384436
Kowert, R. (2018). A parent's guide to video games: The essential guide to understanding how video games impact your child's physical, social, and psychological well-being. CreateSpace Independent Publishing.
Livingstone, S., Haddon, L., Görzig, A., y Ólafsson, K. (2011). Risks and safety on the internet: The perspective of European children: Full findings and policy implications from the EU kids online survey of 9-16-year-olds and their parents in 25 countries. EU Kids Online Network.
Livingstone, S., y Helsper, E. (2008). Parental mediation of children's internet use. Journal of Broadcasting & Electronic Media, 52(4), 581-599. https://doi.org/10.1080/08838150802437396
López, E., y Jerez, I. (2011). Competencia digital y literacidad: formatos narrativos en el videojuego “Dragon Age: Orígenes”. Comunicar, 6, 165-170. https://doi.org/10.3916/C36-2011-03-08
Marsh, J., Hannon, P., Lewis, M., y Ritchie, L. (2017). Young children’s initiation into family literacy practices in the digital age. Journal of Early Childhood Research, 15(1), 47-60. https://doi.org/10.1177/1476718X15582095
Martínez-Cano, F., Cifuentes-Albeza, R., y Ivars Nicolás, B. (2019). Videojuegos prosociales, como espacio transicional lúdico para la paz: el caso de reconstrucción. Revista Latina de Comunicación Social, 74, 1470-1487. https://doi.org/10.4185/RLCS-2019-1394
Mascheroni, G. (2013). Parenting the mobile internet in italian households: Parents' and children's discourses. Journal of Children and Media, 440-456. https://doi.org/10.1080/17482798.2013.830978
Nikken, P., y Jansz, J. (2006). Parental mediation of children’s videogame playing: A comparison of the reports by parents and children. Learning, Media and Technology, 31(2), 181-202. https://doi.org/10.1080/17439880600756803
Nikken, P., y Schols, M. (2015). How and why parents guide the media use of young children. Journal of Child and Family Studies, 24(11), 3423-3435. https://doi.org/10.1007/s10826-015-0144-4
Nordernhaugh Ciholas, K. (1974). The integrity of the work of art: Thematic analysis as a critical method. En Gide's art of the fugue (pp. 37-49). University of Nortth Carolina Press.
Noy, C. (2008). Sampling knowledge: The hermeneutics of snowball sampling in qualitative research. International Journal of Social Research Methodology: Theory and Practice, 11(4), 327-344. https://doi.org/10.1080/13645570701401305
O’connor, T., Hingle, M., Chuang, R., Gorely, T., Hinkley, T., Jago, R., Lanigan, J., Pearson, N., y Thompson, D. (2013). Conceptual understanding of screen media parenting: Report of a working group. Childhood Obesity, 9(1), 110-118. https://doi.org/10.1089/chi.2013.0025
Przybylski, A. K. (2014). Electronic gaming and psychosocial adjustment. Pediatrics, 134, e716-e722. https://doi.org/10.1542/peds.2013-4021
Ramos-Soler, I., López-Sánchez, C., y Torrecillas-Lacave, T. (2018). Online risk perception in young people and its effects on digital behaviour. Comunicar, 56, 71-79. https://doi.org/10.3916/C56-2018-07
Ranney, M., Meizel, Z., Choo, E., Garro, A., Sasson, C., y Morrow Guthrie, K. (2015). Interview-based qualitative research in emergency care part II: Data collection, analysis and results reporting. Academic Emergency Medicine, 22(9), 1103-1112. https://doi.org/10.1111/acem.12735
Ruiz Collantes, X. (2013). Juegos y videojuegos. Formas de vivencias narrativas. En C. A. Scolari (Ed.), Homo videoludens 2.0. De Pacman a la gamification (pp. 20-50). Universitat de Barcelona.
Sánchez-Valle, M., de-Frutos-Torres, B., y Vásquez-Barrio, T. (2017). La influencia de los padres en la adquisición de habilidades críticas en Internet. Comunicar, 53, 103-111. https://doi.org/10.3916/C53-2017-10
Sanders, M., y Morawska, A. (2010). ¿Es posible que el conocimiento de los padres, las competencias y expectativas disfuncionales, y la regulación emocional mejoren los resultados en los niños? En Enciclopedia sobre el desarrollo de la primera infancia. Centre of Excellence for Early Childhood Development.
Sandoval-Obando, E. (2020). Caracterización del trastorno por videojuegos: ¿Una problemática emergente? Pensamiento Psicológico, 18(1), 87-102. https://doi.org/10.11144/Javerianacali.PPSI18-1.ctvp
Schaan, V., y Mezler, A. (2015). Parental mediation of children's television and video game use in Germany: Active and embedded in family processes. Journal of Children and Media, 9(1), 58-76. https://doi.org/10.1080/17482798.2015.997108
Tejeiro, R., y Bersabé, R. (2002). Measuring problem video game playing in adolescents. Addiction, 97(12), 1601-1606. https://doi.org/10.1046/j.1360-0443.2002.00218.x
Tolsá, J. (2012). Los menores y el mercado de las pantallas: una propuesta de conocimiento integrado. Grandes Generaciones Interactivas-Fundación Telefónica.
Valdemoros-San-Emeterio, M. A., Sanz-Arazuri, E., y Ponce-de-León-Elizondo, A. (2017). Ocio digital y ambiente familiar en estudiantes de Educación Postobligatoria. Comunicar, 50, 99-108. https://doi.org/10.3916/C50-2017-09
Weber, R., Behr, K. M., Fisher, J. T., Lonergan, C., y Quebral, C. (2020). Videogame violence and interactivity: Effect or equivalence? Journal of Communication, 70(2), 219-244. https://doi.org/10.1093/joc/jqz048
Willett, R. (2016). Domesticating online games for preteens-discursive fields, everyday gaming, and family life. Children’s Geographies, 15(2), 146-159. https://doi.org/10.1080/14733285.2016.1206194
Young, K. (2015). Video and Online Game Addiction Test. NetAddiction.
Zeni, J. (2009). Ethics and the ‘personal’ in action research. En S. Noffke y B. Somekh (Eds.), The Sage handbook of educational research (pp. 254-266). Sage.
How to Cite
Albarello, F. J., Velasco Ossandón, A., Castro Sánchez, M., Novoa Echaurren, Ángela, Novaro Hueyo, M. V., & Narbáis, F. (2022). Family dynamics around online social games: the Fortnite case. Signo Y Pensamiento, 40(79). https://doi.org/10.11144/Javeriana.syp40-79.dftj
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