As dinâmicas familiares em torno dos jogos sociais online: o caso Fortnite
##plugins.themes.bootstrap3.article.details##
Durante a última década, os jogos sociais online (JSO) tornaram-se populares e integrados ao nosso cotidiano, gerando posições conflitantes sobre seus possíveis efeitos sobre as pessoas e seus relacionamentos. Considerando que as crianças e os jovens são utilizadores ativos destas plataformas, a dinâmica familiar tem sido afetada pela sua irrupção no lar. Este artigo apresenta os resultados de um estudo de caso que explorou a dinâmica familiar gerada em torno do uso do Fortnite. A pesquisa foi realizada em 2019, em dois países —Argentina e Chile—, onde foram realizadas 82 entrevistas semiestruturadas para aprofundar a realidade das famílias em que um ou mais membros jogam Fortnite. Uma abordagem temática qualitativa permitiu-nos concluir que a utilização deste JSO complica a dinâmica familiar, sendo um dos problemas mais comuns a preocupação dos pais com a qualidade da mediação exercida.
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
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.
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.