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`ABSTRACT
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`CS 507 216
`
`Kuehn, Scott A.
`& Play Theory Analysis of Computer-Mediated
`Telecommunication.
`20 Apr 90
`l6p.; Paper presented at the Annual Meeting of the
`Eastern Communication Association (81st,
`Philadelphia, PA, April 19-22, 1990).
`Speeches/Conference Papers (150) -- Information
`Analyses (070)
`
`MFO1/PCOl Plus Postage.
`xCommunication (Thought Transfer): *Electronic Mail;
`Heuristics; Information Technology; *Play
`Communication Behavior; Computer Mediated
`Communication; Computer Users; *Play Theory
`(Communication)
`
`The computer us?r has played an active part in
`uncovering chan es brought on with microcomputer technology.
`Electronic mail (or "E-mail"), which enables users to send and
`receive messages through bulletin board services ("BBSs"),
`is often
`conside:-ed one innovation of the co.iputer revolution. A BBS provides
`opportunities for both "live," real-time exchanges with the BBS host
`or a fellow user and "asynchronous" message exchanges. BBS
`telecommunication differs from other forms of computer-controlied
`communication in that it occurs in a non-task-oriented, active
`environment. Play theory, which examines the relationship of a medium
`user to the medium, may explain why computer users choose to employ
`the BBS. According to play theory, "communication play" is a form of
`self-expression that takes advantage of a medium in promoting a
`feeling of individuality. Computer-mediated telecommunication is an
`example of what has been called "participatory play," which occurs
`when communicators are free to alter interact: 7n to achieve goals.
`Analysis of computer-mediated telecommunication must consider both
`the decision to use the medium and the unique features of the mecium
`that provide content cues of communication play. A network anaiysis
`(examining who talks to whom about what) might also shed light on the
`influence of play communication.
`(Fourteen references are attached.)
`(SG)
`
`REKKKKKKKKKKR KKK KKK KEKE KKK KKK CR KKK KKK AKK KK RRKBR KA KKKRKKKK KKK KKKKREREKK
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`Reproductions supplied by EDRS are the best that can be made
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`aN
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`Fal
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`A Plav Theory Analysis of Computer~Mediated
`
`Telecommunication
`
`Scott A. Kuehn
`
`_
`
`Clarion University of Pennsylvania
`
`Paper presented at the annual convention of the Eastern
`Communication Association, April 29, 1990,
`
`Philadelphia, PA
`
`~
`2
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`“PERMISSION TO REPRODUCETHIS
`EDUCATIONAL RESOURCES INFORMAT.O;!
`MATERIAL HAS BEEN
`CENTER (EFT
`
`Starr4.kyuchsO Ths document has been reproduced as
`received from the nerson or organizaror
`onginating it
`
`© Minor changes have drun made to lrprove
`
`reproduction quality
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`TO THE EDUCATIONAL RESUURCES
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`ERIC
`INFORMATION CENTER (ERIC)."
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`
`
`Computer-Mediated Play Telecommunication
`
`2
`
`A Play Theory Analysis of Computer-Mediated
`
`Telecommunication
`
`One estimate says that over 19 million people have
`
`become micro-computer users since 1981 (PC Computing,
`
`1987).
`
`Few people would argue with the contention
`
`that micro-computers have produced a revolution in the
`
`way people conduct business and in the way many spend
`
`their ieisure time. Since the early 1980's scholars
`
`have scrambled te provide interpretations of the
`
`effects of the new machines on their users.
`Some have
`concentrated on global social effects (Williams, 1987;
`
`Wilson, 1988; Perrolle, 1987), others on the changes
`
`that are occurring in organizations (Allen and
`
`Hauptman, 1987) and another category deals with the
`
`effects on learning (Hiltz, 1986). Most of these
`
`social interpretations place an "effect" squarely on
`
`the shoulder of the technology.
`
`Hewever, it seems pertinent to ask: What is the
`
`role of the computer user in uncovering changes brought
`
`on with computer technology?
`
`It seems improbable that
`
`the technology itself is responsible for creating an
`
`information society and that users are somehow passive
`
`agents transformed by technology they can not control.
`
`This essay will explore a theoretical avenue that can
`
`provide a set of hueristics to uncover the role of the
`
`
`
`g
`
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`Computer~-Mediated Play Telecommunication
`
`3
`
`user in defining the effects of computer technology on
`
`communication behavior.
`
`Bulletin Board Conferencing: An example of Computer-
`
`Mediated Telecommunication
`Electronic mail is often considered one innovation
`
`of the computer revolution. With E-mail, computer
`
`users can send messages through networks, and read them
`
`on their computers. While the ability to do this ona
`
`mainframe computer has been around since the 1960's,
`
`micro-computer users have introduced innovations with
`broad implications for communicators. Micro-computers
`
`provided an inexpensive means to set up and operate a
`
`bulletin boaxd service (BBS) within one's own home.
`
`With the aid of a modem and telephone line, a
`
`"personal" computer could become an "interpersonal"
`
`computer, providing the hub for a grcundswell of
`
`communication activity.
`
`The use of the computer to
`
`communicate at a distance can be referred to as
`
`computer-mediated telecommunication.
`
`BBS's sprouted up soon after micro-computers
`
`arrived on the scene. One of the first was set up in
`
`1978 to provide connections for members of a Chicago
`
`based computer club (Bowen & Peyton, 1988).
`
`The number
`
`of BBS's grew as the number of micro-computer users
`
`grew. BBS's became a populist form of computer
`
`
`
`4
`
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`Computer-Mediated Play Telecommunication
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`4
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`support, often public domain and/or "shareware"
`
`programs were provided for distribution to those who
`
`connected to BBS's, Today it is estimated that there
`
`are over five thousand BES 's operating around the
`
`country.
`
`To become a member of a BBS is relatively simple.
`
`Dial the number with a modem and answe- some subscriber
`
`information. Most BBS's are free, but some are
`
`beginning to charge member fees. BBS's are used for a
`
`variety of purposes.
`In addition to privately run
`systems,
`some are set up by schools (Alifrangis, 1988),
`others are set up by businesses (especially those that
`
`deal with computer products), and private organizations
`
`use BBS's to support the activities of their members.
`
`The communication opportunit:es provided by BBS's
`
`fall into two categories: 1) "live" real time
`
`interaction with a BBS host or fellow user, or 2)
`
`"asynchronous" e-mail type exchange of messages.
`
`"Real
`
`time" interaction is often limited by the number of
`
`phone lines (and thus the number of simultaneous us“rs
`
`of a system).
`
`On most micro-computer systems, "real
`
`time" interaction occurs only between a caller and the
`
`host. However,
`
`larger computer services provide
`
`conferencing capabilities between many users.
`
`Compuserve is the largest and best known of these
`
`5
`
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`communication. One user of the system may leave a note
`
`to another user, ox may leave a general note to be
`
`answered by any user who cares to.
`BBS telecommunication has a quality that sets it
`
`telecommunication.
`
`BBS teleccmmunication occurs in a
`
`non-task oriented, active environment. While
`
`teleconferences are often concerned with issues, and
`
`videotext is a passive delivery of information, BBS
`
`telecommunication takes place because users voluntarily
`
`and (in most cases) happily communicate.
`
`The appeal of
`
`BES telecommunication is thus hard to explain in
`
`theoretical models that place heavy emphasis on
`
`computer technology as an agent of communication
`
`apart from other forums of computer controlled
`
` systems. E-mail is the most common form of BBS
`
`behavioral change. Clearly, a focus on the role of the
`
`user aS communication innovator should be considered.
`
`Play Theory
`
`Why does a computer user choose to extend his/her
`
`communication experience through computer-mediated
`
`telecommunication? Perhaps, as Katz and Blumler (1974)
`
`argue for other media, uses and gratifications may be
`
`provided. Thus,
`
`the ability to chat with other
`
`computer users in a Compuserve conference or on a local
`
`BBS may provide an opportunity to relax during a lunch
`
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`hour. There are a set of forums provided on Compuserve
`
`for science teachers, journalists, public relations
`
`personnel, among others.
`
`The opportunity to connect
`
`with others may thus seem attractive, but a computer
`user must gain expertiseusing communication software
`
`to do so. This is not an easy tasx for the novice
`
`user, and we must wonder what couid draw such effort.
`
`Play theory provides a framework that can give
`
`some answers.
`
`Introduced in 1967 by William
`
`Stephenson, play theory focuses on the media user's
`relationship with the mediun. Stephenson argued that
`
`"play" iavolved the ability to select ameng a number of
`
`products,
`
`ideas,
`
`issues, and entertainment options from
`
`the media. According to Stephenson, media content is
`
`used to engage in "convergent selectivity" -- making
`
`choices about media allows us to express ourselves.
`
`Our patterns of choices provides a feeling of
`
`individuality that we use to subsequently understand
`
`ourselves. This is Stephenson's concept cf
`
`"communication play," « form of self-expression that
`
`takes advantage of the various mecia to promote a
`
`feeling of individuality.
`
`While Stephenson found communication play a
`
`uniquely personal experience, Davis and Baran (1981)
`
`extended the play concept into interaction endeavors.
`
`
`
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`Computer-Mediated Play Telecommunication
`
`7
`
`Using Goffman's (1974) definitions of play and
`
`"keyings" Davis and Baran argucd that there are two
`
`types of communication play: participatory play and
`
`elite dominated communication play. Participatory play
`
`takes place when communicators are free to alter
`
`interaction to achieve their goals.
`
`On the other hand,
`
`elite dominated communication play is a passive
`
`activity. Here play exists only through making choices
`
`of what to use from existing media content.
`
`Participatory play provides a center of interest
`
`when considering the example of computer-mediated
`
`teiecommunication.
`
`The medium of play becomes the
`
`computer-teleconnection,
`
`the content of play is
`
`determined by the participants. Tnus,
`
`two types of
`
`play choices can take place during computer-mediated
`
`telecommunication:
`
`1)
`
`the decision to use the
`
`t:lelink, and 2) unique features of the link that
`
`provide content cues of communication play.
`
`Goffman's (1974) explanation of interaction play
`
`can provide a helpful means to analyze the content cues
`
`of communication play. Goffman believed that "play"
`
`wis a situation grounded on a transformation of a
`
`serious situation. Thus "play" fighting takes place
`
`with wooden swords with mimicked moves.
`
`The
`
`transformation from serious to "play" situation is rule
`
`
`
`8
`
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`Computer-Mediated Play Telecommunication
`
`&
`
`governed and takes place as long as the participants
`
`observe the rules. Within the rules of the play
`
`situation, cues are provided that establish and
`
`maintain the transformation to play. Goffman regarded
`
`these cues as "keyings," (similar to the music
`
`metaphor) that signaled a special form of interaction
`
`based on a serious type. Among the types of behavior
`
`that Goffman considered play are jokes, dramas, sports
`
`contests, games, Simulations, practices, and role-
`
`playing.
`
`Play theory provides two areas of explanation for
`
`the appeal of computer-mediated telecommunication:
`
`1)
`
`the choice of the medium may help the user gain a sense
`
`of inéeividuality through gaining control over a media
`
`use, 2)
`
`the medium may be used for communication play
`
`activity.
`
`Operationalizing Computer-Mediated Telecommunication
`
`Play
`
`Play theory provides a set of heuristics that can
`
`guide research of computer-mediated communication
`
`situations.. These involve the choice of the computer
`
`as a medium for communication, along with the way the
`
`computer medium is used to key into a play situation.
`
`It is important to note that there are a number of
`
`situations that are not explained by play theory. One
`
`
`
`§
`
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`Computer-Mediated Play Telecommunication
`
`9
`
`situation involves the forced use of computer-mediated
`
`communication. When sending e-mail is required by work
`
`related or school related activity the computer user
`
`may do no more than is required by the supervisor.
`
`Similarly, messages sent to accomplish a task (such as
`
`asking a question or giving advice) are nut motivated
`
`by the need to play.
`
`The Choice to "Play"
`
`The focus of research tc investigate computer-
`
`mediated play must naturally start with the choice to
`
`use the medium.
`
`In a particular situation, did the
`
`computer user choose among a set of alternatives to use
`
`CMC or was the choice foisted upon the user?
`
`If a
`
`choice was made, why were alternative media discarded?
`
`Perhaps play is only part of the reason to choose
`
`computers as a medium of communication.
`
`It imay be
`
`quicker to send a message to a group of users throvigh
`
`the BITNET academic network than it would be to produce
`
`a set of letters. However,
`
`the user may also wish to
`
`promote a self identification as computer user to
`
`his/her colleagues. There thus may be a secondary
`
`motive based on play behind the choice of computer-
`
`mediated communication.
`
`A set of variables concerned with the cho‘ce of
`
`the use of a computer to telecommunicate will reveal
`
`
`
`J 8
`
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`
`
`the extent to which the user engages in Play
`
`communication using this medium.
`
`A survey of computer
`
`users should thus focus on the extent to which the user
`
`freely chooses to use the computer to telecommunicate.
`Questions could ke asked about the freedom of choice,
`
`the advantages and disadvantages of other media of
`
`communication, and the user's control over the
`
`Situation.
`
`B play theory analysis would also be interested in
`
`discovering the user's feelings about being a
`
`"telecommunicator." Does the user feel
`
`comfortable
`
`with the medium (Giscomfort would sigral either a
`
`learning attempt, or lack of control of the situation).
`
`Another line of questions could investigate the
`
`gratifications of making the choice to use computer-
`
`mediated telecommunication. What contributions are
`
`made to the user's self image through the choice to
`
`telecomnmunicate?
`
`Communication Play: Keyings and Content
`
`Following Goffman's (1974) approach, we see that
`
`much of our interaction involves play activity. Thus a
`
`play theory analysis cf computer-mediated
`
`telecommunication shouJd account for the content of
`
`play communication using the medium. We should seek to
`
`investigate the types of play that occur within the
`
`1 it
`
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`Cemputer-Mediated Play Telecommunication
`
`11
`
`computer medium and relate these to the functions they
`
`serve computer users. Another fruitful avenue of
`
`investigation would trace networks of connecticns
`
`established through and for play communication.
`an analysis of the content of play communication
`could begin with the cues of play activity, referred to
`
`as keyings. Content analysis can be employed to
`
`determine the nature and use of cues chat signal a joke
`
`or sarcasm. One such cue is the "smiley," [(:-)] often
`
`used as a cue that the preceding phrase in an e-mail
`communication is to be taken lightly.
`The interesting
`
`thing about such cues is that they often mimic
`
`nonverbal behavior that can only be communicated face
`
`to face. An analysis of this type of keying behavior
`
`may provide insight into the adaptations made to
`
`promote individuality and personal expressicn, prime
`
`"play" goals according to Stephenson (1967).
`
`Content analysis can also elucidate the topics of
`
`communication play on compuvter-mediated
`
`telecommunication networks. Compuserve, for instance
`
`offers a number of alternatives for those seeking to
`
`interact with other computer users. One may join a
`
`conference discussion on a variety of topics and issues
`
`ranging from computer hardware critiques to a recent
`
`forum on the constitutionality of banning flag burning.
`
`
`
`]2
`
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`Comprter-Mediated Play Telecommuni.cation
`
`12
`
`Compuserve also provides a public communication forum
`
`where uSers may connect with whomever they wish and
`
`discuss whatever they wish. Sandler (1986) describes
`
`the content of an anc.ymous semi-erotic encounter on
`
`the Compuserve network that he called "Compusex" (p.
`
`95).
`
`In addition, there are interactive games
`
`available on the network that users perform in
`
`competition with others.
`
`Topics of computer-mediated play telecommunication
`
`to the
`seemingly range from the mundane (how are you?)
`exciting.
`A content analysis of keyings will help
`
`determine when play communication takes place.
`
`For
`
`instance, a seemingly serious message could contain tag
`
`at the end that signals a joke.
`
`The interesting thing
`
`will be to use this analysis to uncover communication
`
`behavior unique to the computer medium itself.
`
`In addition to a content analysis, a network
`
`analysis may shed light on the infiuence of play
`
`communication with somputer mediation.
`
`A network
`
`analysis of who talks to whom about what could explain
`
`the draw of the medium. One approach is provided by
`
`fantasy theme analysis (Bormann, 1972; Cragan and
`
`Shields, 1981).
`
`A message could be followed as it
`
`"chains out" through a network of communicators.
`
`The
`
`attraction of the medium may be explained through
`
`
`
`*%13
`
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`Computer-Mediated Play Tel¢communication
`
`13
`
`determining the contributions of participants.
`
`An
`
`example of this is the @iscussion of issues among
`
`scholars on the BITNET connection. Eloquence in an
`
`ongoing dialogue may be the result of wanting to
`participate in a public forum. Play theory analysis
`
`says that such participation is the result of making
`
`media choices that one feels enhances one's self~
`
`concept.
`
`Summary
`
`Play theory can provide heuristics to investigate
`the nature of voluntary computer-mediated
`
`telecommunication.
`
`The choice to use computer-mediated
`
`telecommunication,
`
`the topic,
`
`the content, and the
`
`network of participants in computer-mediated
`
`communication settings may thus indicate the role of
`
`user innovation in using new technology to provide new
`
`communication experiences.
`
`
`
`
`14
`
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`Computer-Mediated Play Telecommunication
`
`14
`
`References
`
`Alifrangis, Cc.
`
`(1988, April).
`
`A descriptive analysis
`
`of student messages on a school district's
`
`electronic bulletin board.
`
`Paper presented at the
`
`meeting of the Eastern Communicaton Association,
`
`Baltimore, Maryland.
`
`Allen, T. J., & Hauptman, O.
`
`(1987).
`
`The influence of
`
`communication technologies on organizational
`
`structure:
`
`A conceptual model for future
`
`research.
`
`communication Research, 14(5), 575~587.
`
`Bormann, E. G.
`
`(1972). Fantasy and rhetorical vision:
`
`The rhetorical criticism of social reality.
`
`Quarterly Journal of Speech, 58(4), 396-407.
`
`Bowen, C. & Peyton, D.
`
`(1988). The complete electronic
`
`
`
`bulletin board starter kit. New York: Bantam
`
`Books.
`
`Cragan, J. F., & Shields, D. C.,
`
`(1981). Applied
`
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`
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`
`IL: Waveland Press, Inc.
`
`Goffman, E.
`
`(1974).
`
`Frame Analysis.
`
`New York: Harper
`
`& Row, Publishers.
`
`. ERIC
`
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`15
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`Computer-Mediated Play Telecommunication
`
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`
`Hiltz, S. R.
`
`(1986).
`
`The "virtual classroom": Using
`
`computer-mediated communication for university
`
`teaching.
`
`Journal of Communication, 36(2), 95-
`
`104.
`
`.
`
`Katz, E; Blumler, J. G.; aml Gurevitch, M.
`
`(1974).
`
`Utilization of mass communication by the
`
`individuai.
`
`In The uses of mass communication,
`
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`
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`
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`
`O'Malley, C.
`
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`
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`
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`
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`
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`
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`
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`
`(1936).
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`
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`
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`
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`
`Stephenson, W.
`
`(1967).
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`The play theory of mass
`
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`
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`Williams, F.
`
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`
`behavior. Belmont, CA: Wadsworth Publishing Co.
`
`Wilson, K. G.
`
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`
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`
`University of Wisconsin Press.
`
`
`
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