Abstract
Multiplayer online games, such as Minecraft, have the potential to be powerful sites for youth learning, but can be plagued by inter-personal conflicts. This brings the need for online moderation. However, only very little is known about the practices through which such moderation happens, or how socio-technical systems could be designed to enable 'safe' learning spaces online. To start addressing this gap, our research examines the existing mediation practices within a moderated Minecraft server for children aged 8-13. As part of our 14 months long engagement, we triangulate data from participant observation, interviews, and analysis of server logs. We demonstrate how---in trying to 'keep peace'---the online moderators monopolised the conflict resolution process, essentially preventing the children from actively working with and learning from the experiences of conflict. In response to these findings, we present an alternative framework for online conflict mediation, suggesting ways in which existing conflict resolution techniques originating in Prevention Science could be re-interpreted for online multiplayer settings
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems |
| Publisher | ACM New York, NY, USA |
| Number of pages | 13 |
| ISBN (Electronic) | 978-1-4503-5620-6 |
| Publication status | Published - 2018 |