The Witcher 3: Wild Hunt (CD Projekt Red, 2019) is an award-winning role-playing video game (RPG); the third instalment of The Witcher game series inspired by Polish author Andrzej Sapkowski’s fantasy novels. Centring upon the protagonist Geralt of Rivia, The Witcher 3 has been praised for developing a complex, authentic, and immersive game environment that combines magic and fantasy elements within a broadly medieval setting. A central aspect of the game’s success is its soundtrack – the fusion of music, sound, and voice – which further contributes to building the game’s overall narrative and the complex construction of its central characters. This paper explores how The Witcher 3’s soundtrack constructs identity, focusing in particular on its use of neo-medievalist signifiers and its contrasting representations of masculinity and femininity. Neo-medievalist sounds are a central concept in building the game’s identity; these sounds draw on folkloristic elements surrounding the choice of instrumentation and the recurrence of folk music throughout the game’s narrative, thus increasing the player’s immersion within The Witcher 3’s world. Regarding gender, female vocalisations are used within the soundtrack to add depth and emotion to male characters – particularly Geralt of Rivia, who due to his mutations lacks in conventional emotional capabilities. Despite the inclusion and emphasis of female voices on the soundtrack, the placement of women in influential roles is limited through other musical scoring techniques, which effectively reduces the agency of these characters, thus suggesting an imbalanced treatment towards gender. Through exploring these aspects, I argue that the soundtrack is a crucial part of how gender and identity are constructed throughout The Witcher 3, further exploring how these elements affect the player’s overall in-game immersion.
《巫师3:狂猎》(CD Projekt Red, 2019)是一款屡获殊荣的角色扮演电子游戏;《巫师》系列游戏的第三部，灵感来自波兰作家安杰伊·萨普科夫斯基的奇幻小说。《巫师3》以主角Geralt of Rivia为中心，创造了一个复杂、真实、沉浸式的游戏环境，在中世纪的背景下结合了魔法和幻想元素。游戏成功的一个核心因素是它的配乐——音乐、声音和声音的融合——这进一步有助于构建游戏的整体叙事和核心角色的复杂结构。本文探讨了《巫师3》的原声带是如何构建身份的，特别关注它对新中世纪主义符号的使用，以及它对男性和女性气质的对比表现。新中世纪音效是构建游戏身份的核心概念;这些声音围绕着乐器的选择和贯穿游戏叙述的民间音乐元素，从而增加了玩家在《巫师3》世界中的沉浸感。在性别方面，配乐中使用了女性的声音来增加男性角色的深度和情感——尤其是里维亚的杰洛特，由于他的基因突变，他缺乏传统的情感能力。尽管原声中包含并强调了女性的声音，但通过其他配乐技术，女性在有影响力角色中的位置受到限制，这有效地降低了这些角色的代理作用，从而表明对性别的不平衡处理。通过对这些方面的探索，我认为原声是《巫师3》中性别和身份构建的关键部分，并进一步探索这些元素如何影响玩家的整体游戏沉浸感。
{"title":"Portrayals of gender and identity in the soundtrack of The Witcher 3: Wild Hunt","authors":"Cerys Elizabeth Eckersley","doi":"10.5920/fields.980","DOIUrl":"https://doi.org/10.5920/fields.980","url":null,"abstract":"The Witcher 3: Wild Hunt (CD Projekt Red, 2019) is an award-winning role-playing video game (RPG); the third instalment of The Witcher game series inspired by Polish author Andrzej Sapkowski’s fantasy novels. Centring upon the protagonist Geralt of Rivia, The Witcher 3 has been praised for developing a complex, authentic, and immersive game environment that combines magic and fantasy elements within a broadly medieval setting. A central aspect of the game’s success is its soundtrack – the fusion of music, sound, and voice – which further contributes to building the game’s overall narrative and the complex construction of its central characters. This paper explores how The Witcher 3’s soundtrack constructs identity, focusing in particular on its use of neo-medievalist signifiers and its contrasting representations of masculinity and femininity. Neo-medievalist sounds are a central concept in building the game’s identity; these sounds draw on folkloristic elements surrounding the choice of instrumentation and the recurrence of folk music throughout the game’s narrative, thus increasing the player’s immersion within The Witcher 3’s world. Regarding gender, female vocalisations are used within the soundtrack to add depth and emotion to male characters – particularly Geralt of Rivia, who due to his mutations lacks in conventional emotional capabilities. Despite the inclusion and emphasis of female voices on the soundtrack, the placement of women in influential roles is limited through other musical scoring techniques, which effectively reduces the agency of these characters, thus suggesting an imbalanced treatment towards gender. Through exploring these aspects, I argue that the soundtrack is a crucial part of how gender and identity are constructed throughout The Witcher 3, further exploring how these elements affect the player’s overall in-game immersion.","PeriodicalId":239976,"journal":{"name":"Fields: journal of Huddersfield student research","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117168806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Within the unstable sphere of 1950s Cold War political tensions, American women became the 'bastion of safety in an insecure world' (Tyler May 2008: p.9). For politicians such as Richard Nixon, women's loyalty to the home served as a commitment to America, negotiating a settlement which secured women within the confinements of domestic duties. This ideal, advertised through compelling magazine articles, manipulatively enabled a universal identity for women based within the home. Pages packed with the latest consumer products and laced with 'smooth artificiality... cool glamour, and the apple-pie happy domesticity' (Bronfen 2004: p.115) birthed a rich propaganda for domestic containment. Examining the political climate of Cold War America through the lens of domestic containment, this article argues that American poet Sylvia Plath tackled the illusions of consumerism to fuel her writing, challenging outright gender inequality which defined the nation.Using Betty Friedan's The Feminine Mystique alongside genuine articles from the era, this article assesses the ideological conflict of the 1950s domesticated woman against Plath's personal battle between writing and domestic life. Through her raw depictions of realism in literature and intense poetry, it becomes impossible to 'contain' Plath, not only within the domestic sphere, but in her own writing.
在20世纪50年代冷战政治紧张局势的不稳定范围内，美国妇女成为“不安全世界中的安全堡垒”(Tyler May 2008:第9页)。对于理查德•尼克松(Richard Nixon)这样的政治家来说，女性对家庭的忠诚是对美国的一种承诺，她们通过谈判达成了一项解决方案，使女性在履行家务职责的范围内得到保障。这种理想，通过引人注目的杂志文章宣传，巧妙地使女性在家庭中获得了普遍的身份认同。页面上充斥着最新的消费产品，还夹杂着“流畅的人工修饰”……酷炫的魅力和苹果派式的幸福家庭生活”(Bronfen 2004:第115页)催生了丰富的国内遏制宣传。本文通过国内遏制的视角审视了冷战时期美国的政治气候，认为美国诗人西尔维娅·普拉斯(Sylvia Plath)利用消费主义的幻想来推动她的写作，挑战了定义这个国家的彻底的性别不平等。本文利用贝蒂·弗里丹的《女性的奥秘》以及那个时代的真实文章，评估了20世纪50年代家庭妇女与普拉斯在写作和家庭生活之间的个人斗争之间的意识形态冲突。通过她在文学和激烈的诗歌中对现实主义的原始描述，不仅在家庭领域，而且在她自己的写作中，都不可能“遏制”普拉斯。
{"title":"Sylvia Plath and the Containment of Women's Domestic Identity","authors":"Eleanor Catherine Slater","doi":"10.5920/fields.979","DOIUrl":"https://doi.org/10.5920/fields.979","url":null,"abstract":"Within the unstable sphere of 1950s Cold War political tensions, American women became the 'bastion of safety in an insecure world' (Tyler May 2008: p.9). For politicians such as Richard Nixon, women's loyalty to the home served as a commitment to America, negotiating a settlement which secured women within the confinements of domestic duties. This ideal, advertised through compelling magazine articles, manipulatively enabled a universal identity for women based within the home. Pages packed with the latest consumer products and laced with 'smooth artificiality... cool glamour, and the apple-pie happy domesticity' (Bronfen 2004: p.115) birthed a rich propaganda for domestic containment. Examining the political climate of Cold War America through the lens of domestic containment, this article argues that American poet Sylvia Plath tackled the illusions of consumerism to fuel her writing, challenging outright gender inequality which defined the nation.Using Betty Friedan's The Feminine Mystique alongside genuine articles from the era, this article assesses the ideological conflict of the 1950s domesticated woman against Plath's personal battle between writing and domestic life. Through her raw depictions of realism in literature and intense poetry, it becomes impossible to 'contain' Plath, not only within the domestic sphere, but in her own writing.","PeriodicalId":239976,"journal":{"name":"Fields: journal of Huddersfield student research","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114626672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Golden Hoof The regeneration of regional wools","authors":"L. Knapp","doi":"10.5920/fields.983","DOIUrl":"https://doi.org/10.5920/fields.983","url":null,"abstract":"Louisa Knapp","PeriodicalId":239976,"journal":{"name":"Fields: journal of Huddersfield student research","volume":"282 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133262837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study focuses upon the effectiveness of outdoor education on primary school pupils in Key Stage One; regarding their engagement and behaviour. In addition to this, this study will consider to pedagogical strategies that are adopted by the teacher during the delivery of outdoor lessons. Mixed methods of qualitative data collection were employed to evaluate the aim of this research. The findings of this study support the view that pupils can benefit from a different learning environment in obtaining group work skills, a difference in behaviour, more enthusiasm and a higher motivation. The strongest outcome of this research depicts that common misconceptions of outdoor education from practitioners are often what hinders pupil engagement in lessons taken outside. If teachers lack an understanding of how to promote effective outdoor lessons, it raises the question of whether this approach of education is beneficial at all.
{"title":"An investigation to determine how the introduction of outdoor education supports learning in Key Stage One An evaluation of a primary school's individual approach to outdoor education","authors":"Emily Hooson","doi":"10.5920/fields.677","DOIUrl":"https://doi.org/10.5920/fields.677","url":null,"abstract":"This study focuses upon the effectiveness of outdoor education on primary school pupils in Key Stage One; regarding their engagement and behaviour. In addition to this, this study will consider to pedagogical strategies that are adopted by the teacher during the delivery of outdoor lessons. Mixed methods of qualitative data collection were employed to evaluate the aim of this research. The findings of this study support the view that pupils can benefit from a different learning environment in obtaining group work skills, a difference in behaviour, more enthusiasm and a higher motivation. The strongest outcome of this research depicts that common misconceptions of outdoor education from practitioners are often what hinders pupil engagement in lessons taken outside. If teachers lack an understanding of how to promote effective outdoor lessons, it raises the question of whether this approach of education is beneficial at all.","PeriodicalId":239976,"journal":{"name":"Fields: journal of Huddersfield student research","volume":"812 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116182386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is to investigate whether Small to Medium-sized Enterprise (SME) and business student perceptions of employability are in alignment. The study considered different variables associated with employability, including the most important candidate employability attribute, the skills required for employment and the skill shortages amongst students. Using qualitative primary research – in the form of face-to-face, semi-structured interviews – the study discovered that personality and experience were more significant than first assumed, due to technological advancements and changes in the working environment. The study revealed that SMEs and students’ perceptions of employability do not align, and that the gap has continued to widen, therefore contributing to under-researched areas of employability literature. A limitation of the study was that it relied on a small number of respondents. The study serves as a benchmark for future research, and the author recommends further research into student and small business employability, as these areas are underdeveloped.
{"title":"UK SMEs and business students: An investigation into perceptions of employability for entry-level positions in SMEs","authors":"Thomas Shaw","doi":"10.5920/fields.678","DOIUrl":"https://doi.org/10.5920/fields.678","url":null,"abstract":"The purpose of this study is to investigate whether Small to Medium-sized Enterprise (SME) and business student perceptions of employability are in alignment. The study considered different variables associated with employability, including the most important candidate employability attribute, the skills required for employment and the skill shortages amongst students. Using qualitative primary research – in the form of face-to-face, semi-structured interviews – the study discovered that personality and experience were more significant than first assumed, due to technological advancements and changes in the working environment. The study revealed that SMEs and students’ perceptions of employability do not align, and that the gap has continued to widen, therefore contributing to under-researched areas of employability literature. A limitation of the study was that it relied on a small number of respondents. The study serves as a benchmark for future research, and the author recommends further research into student and small business employability, as these areas are underdeveloped.","PeriodicalId":239976,"journal":{"name":"Fields: journal of Huddersfield student research","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114579583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Part-time study represents a significant segment of the UK higher education sector accounting for almost half of all university enrolments at its peak in 2004, yet since then the different modes of study (full-time/part-time) have followed very different trajectories. A ‘perfect storm’ of economic conditions and government policy changes have combined to trigger a dramatic decline in part-time higher education enrolments even though full-time study enrolments continue to expand. The steep rise in tuition fees in 2012 is widely regarded as the sole catalyst behind the decline. However, this view almost certainly oversimplifies a complex array of economic pressures and policy changes that have coalesced to depress part-time recruitment. This article looks beyond the fee hike by synthesising the findings from a number of recent significant studies to separate the influence that recent governmental policy changes, supply-side factors and demand-side barriers have each exerted on part-time enrolments. The article continues by exploring some of the recent initiatives for enabling more accessible and flexible study that may help to slow the decline and also discusses abandoning the binary separation of the study modes as discrete entities as this may be particularly detrimental to the part-time mode.
{"title":"Paying the Price? An Investigation Into the Continued Decline of Part-time Higher Education in England","authors":"C. Sentance","doi":"10.5920/FIELDS.584","DOIUrl":"https://doi.org/10.5920/FIELDS.584","url":null,"abstract":"Part-time study represents a significant segment of the UK higher education sector accounting for almost half of all university enrolments at its peak in 2004, yet since then the different modes of study (full-time/part-time) have followed very different trajectories. A ‘perfect storm’ of economic conditions and government policy changes have combined to trigger a dramatic decline in part-time higher education enrolments even though full-time study enrolments continue to expand. The steep rise in tuition fees in 2012 is widely regarded as the sole catalyst behind the decline. However, this view almost certainly oversimplifies a complex array of economic pressures and policy changes that have coalesced to depress part-time recruitment. This article looks beyond the fee hike by synthesising the findings from a number of recent significant studies to separate the influence that recent governmental policy changes, supply-side factors and demand-side barriers have each exerted on part-time enrolments. The article continues by exploring some of the recent initiatives for enabling more accessible and flexible study that may help to slow the decline and also discusses abandoning the binary separation of the study modes as discrete entities as this may be particularly detrimental to the part-time mode.","PeriodicalId":239976,"journal":{"name":"Fields: journal of Huddersfield student research","volume":"3 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124130419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A growing body of research has examined the perceptions of written corrective feedback, which is defined as correction or advice on students’ written work (Tatawy, 2007; Lee, 2008; Ellis, 2009; Baleghizadeh & Rezaei, 2010; Lightbown & Spada, 2013). Corrective feedback (CF) can be given in six different forms, namely: direct, indirect, focused and unfocused, metalinguistic, electronic and reformulation (Ellis, 2009). The research for this paper studied the perceptions of written corrective feedback on grammar in English writing and has been conducted among 11 international students on a foundation course at a university in Northern England. This qualitative research aimed to examine students’ perceptions and preferred types of CF, as well as how they made use of CF, by means of one-to-one interviews and think-aloud protocols. It concluded that the participants’ perceptions of CF were primarily positive, the preferred type was direct and unfocused CF, and students did not always make revisions. Pedagogical implications of the study are discussed. This study recommends that teachers consider each student’s motivation, English proficiency level, and preferred type of CF before providing the feedback.
{"title":"A Phenomenological Investigation of International Students’ Perceptions of Corrective Feedback on Grammar in English Writing","authors":"Yeojin Lim","doi":"10.5920/FIELDS.580","DOIUrl":"https://doi.org/10.5920/FIELDS.580","url":null,"abstract":"A growing body of research has examined the perceptions of written corrective feedback, which is defined as correction or advice on students’ written work (Tatawy, 2007; Lee, 2008; Ellis, 2009; Baleghizadeh & Rezaei, 2010; Lightbown & Spada, 2013). Corrective feedback (CF) can be given in six different forms, namely: direct, indirect, focused and unfocused, metalinguistic, electronic and reformulation (Ellis, 2009). The research for this paper studied the perceptions of written corrective feedback on grammar in English writing and has been conducted among 11 international students on a foundation course at a university in Northern England. This qualitative research aimed to examine students’ perceptions and preferred types of CF, as well as how they made use of CF, by means of one-to-one interviews and think-aloud protocols. It concluded that the participants’ perceptions of CF were primarily positive, the preferred type was direct and unfocused CF, and students did not always make revisions. Pedagogical implications of the study are discussed. This study recommends that teachers consider each student’s motivation, English proficiency level, and preferred type of CF before providing the feedback.","PeriodicalId":239976,"journal":{"name":"Fields: journal of Huddersfield student research","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115780027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article aims to assess the origins of young women’s romantic relationship expectations, notably those surrounding cohabitation, marriage and gender roles. A review of previous literature demonstrated that the family, peers and media were highly influential in terms of these expectations, so these were incorporated as the main themes of study. The research followed a qualitative approach, interviewing eight young women between the ages of 18 and 22 who were in a romantic relationship at the time of the research. The interview data was analysed through thematic analysis to uncover any similarities and differences between participants’ answers, with family being cited as the most influential, followed by peers and then media.
{"title":"The Influences of Family, Peers and Media on Young Women’s Romantic Relationship Expectations","authors":"Roni Moss","doi":"10.5920/FIELDS.583","DOIUrl":"https://doi.org/10.5920/FIELDS.583","url":null,"abstract":"This article aims to assess the origins of young women’s romantic relationship expectations, notably those surrounding cohabitation, marriage and gender roles. A review of previous literature demonstrated that the family, peers and media were highly influential in terms of these expectations, so these were incorporated as the main themes of study. The research followed a qualitative approach, interviewing eight young women between the ages of 18 and 22 who were in a romantic relationship at the time of the research. The interview data was analysed through thematic analysis to uncover any similarities and differences between participants’ answers, with family being cited as the most influential, followed by peers and then media.","PeriodicalId":239976,"journal":{"name":"Fields: journal of Huddersfield student research","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132967960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Social media (SM) are websites and applications which allow individuals to engage in social networking (Stevenson, 2010). This allows for friends and family to stay connected (Gemmill & Peterson, 2006), thus changing the dynamics of communication between people. However, little has been documented on the effect SM use has had on face-to-face communication. Six semi-structured interviews were conducted with university students to explore how the use of SM has changed face-to-face communication. Additionally, whether the Fear of Missing Out (FoMO) impacted on social interaction, and how university students’ understanding of this phenomenon was also explored. Findings from this study show that SM use has varying effects on face-to-face communication ranging from an effect on the relationship between individuals in the conversation, to an effect in the context of a social situation. This led to identification of a social etiquette for using SM in face-to-face communication. Links to social constructionist theory, as well as FoMO, were also identified in this research. Further research into the effect of FoMO on face-to-face communication and how SM use influences face-to-face communication skills would be beneficial.
社交媒体(SM)是允许个人参与社交网络的网站和应用程序(Stevenson, 2010)。这使得朋友和家人保持联系(Gemmill & Peterson, 2006)，从而改变了人们之间的交流动态。然而，关于使用SM对面对面交流的影响的文献很少。我们对大学生进行了六次半结构化访谈，以探讨SM的使用如何改变了面对面的交流。此外，本研究还探讨了错失恐惧症(Fear of Missing Out, FoMO)是否会影响社会交往，以及大学生对这一现象的理解。这项研究的结果表明，使用短信对面对面交流有不同的影响，从对谈话中的个人关系的影响到对社交情境的影响。这导致了在面对面交流中使用SM的社交礼仪的识别。该研究还发现了与社会建构主义理论以及FoMO的联系。进一步研究FoMO对面对面交流的影响以及SM的使用如何影响面对面交流技巧将是有益的。
{"title":"Constantly Connected: What are the Biggest Challenges to Communication?","authors":"C. Biddulph","doi":"10.5920/FIELDS.575","DOIUrl":"https://doi.org/10.5920/FIELDS.575","url":null,"abstract":"Social media (SM) are websites and applications which allow individuals to engage in social networking (Stevenson, 2010). This allows for friends and family to stay connected (Gemmill & Peterson, 2006), thus changing the dynamics of communication between people. However, little has been documented on the effect SM use has had on face-to-face communication. \u0000Six semi-structured interviews were conducted with university students to explore how the use of SM has changed face-to-face communication. Additionally, whether the Fear of Missing Out (FoMO) impacted on social interaction, and how university students’ understanding of this phenomenon was also explored. \u0000Findings from this study show that SM use has varying effects on face-to-face communication ranging from an effect on the relationship between individuals in the conversation, to an effect in the context of a social situation. This led to identification of a social etiquette for using SM in face-to-face communication. Links to social constructionist theory, as well as FoMO, were also identified in this research. Further research into the effect of FoMO on face-to-face communication and how SM use influences face-to-face communication skills would be beneficial.","PeriodicalId":239976,"journal":{"name":"Fields: journal of Huddersfield student research","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124716215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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