Exploring the use of emoji as a visual research method for eliciting young children’s voices in childhood research

Fane, Jennifer; MacDougall, Colin; Jovanovic, Jessie; Redmond, Gerry; Gibbs, Lisa

doi:10.1080/03004430.2016.1219730

Cited by 56 publications

(37 citation statements)

References 44 publications

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“…Research has shown that novel target words primed with positive emoji are more likely to be erroneously categorized as familiar (e.g., Garcia-Marques, Mackie, Claypool, & Garcia-Marques, 2004). Finally, emoji/ emoticons have been used for research method development-for example, as anchors in rating scales assessing current emotional states (e.g., Moore, Steiner, & Conlan, 2013), emotional associations with specific stimuli (e.g., food names; Jaeger, Vidal, Kam, & Ares, 2017), well-being (Fane, MacDougall, Jovanovic, Redmond, & Gibbs, 2016), and pain (e.g., Chambers & Craig, 1998).…”

Section: Emoticons and Emoji In Ict-mediated Communicationmentioning

confidence: 99%

Lisbon Emoji and Emoticon Database (LEED): Norms for emoji and emoticons in seven evaluative dimensions

et al. 2017

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The use of emoticons and emoji is increasingly popular across a variety of new platforms of online communication. They have also become popular as stimulus materials in scientific research. However, the assumption that emoji/emoticon users' interpretations always correspond to the developers'/researchers' intended meanings might be misleading. This article presents subjective norms of emoji and emoticons provided by everyday users. The Lisbon Emoji and Emoticon Database (LEED) comprises 238 stimuli: 85 emoticons and 153 emoji (collected from iOS, Android, Facebook, and Emojipedia). The sample included 505 Portuguese participants recruited online. Each participant evaluated a random subset of 20 stimuli for seven dimensions: aesthetic appeal, familiarity, visual complexity, concreteness, valence, arousal, and meaningfulness. Participants were additionally asked to attribute a meaning to each stimulus. The norms obtained include quantitative descriptive results (means, standard deviations, and confidence intervals) and a meaning analysis for each stimulus. We also examined the correlations between the dimensions and tested for differences between emoticons and emoji, as well as between the two major operating systems-Android and iOS. The LEED constitutes a readily available normative database (available at www.osf.io/nua4x ) with potential applications to different research domains.

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Section: Emoticons and Emoji In Ict-mediated Communicationmentioning

confidence: 99%

Lisbon Emoji and Emoticon Database (LEED): Norms for emoji and emoticons in seven evaluative dimensions

et al. 2017

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“…studying children's experience of living with asthma [57]), in sociology (e.g. studying children's experiences with bullying [33,56]), or in understanding children's experiences with technology [24,26,27].…”

Section: Focus Groups With Childrenmentioning

confidence: 99%

`I make up a silly name'

Zhao

Wang

Dally

et al. 2019

Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems

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Children under 11 are often regarded as too young to comprehend the implications of online privacy. Perhaps as a result, little research has focused on younger kids' risk recognition and coping. Such knowledge is, however, critical for designing efficient safeguarding mechanisms for this age group. Through 12 focus group studies with 29 children aged 6-10 from UK schools, we examined how children described privacy risks related to their use of tablet computers and what information was used by them to identify threats. We found that children could identify and articulate certain privacy risks well, such as information oversharing or revealing real identities online; however, they had less awareness with respect to other risks, such as online tracking or game promotions. Our findings offer promising directions for supporting children's awareness of cyber risks and the ability to protect themselves online. * Also with

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“…Barn og unge over hele Norge får anledning til å delta i studien uten foreldrenes samtykke. Et ekspertpanel av ungdommer har bidratt som rådgivere i denne forskningen (Fugelsnes, 2018). Videre fremgår det av forskriften at samtykke skal vaere gjort uten press og overtalelse og at informasjonen i forkant av samtykket skal skje ansikt til ansikt, vaere tilpasset barnets forutsetninger og mulighet til å forstå hva samtykket innebaerer, og omfatte hvordan barnet skal gå frem for å tilbakekalle samtykket (ibid.).…”

Section: Barns Medvirkning I Beslutninger Om Deltakelse I Forskningunclassified

“…Et annet eksempel er fra skoleforskning der barna presenterte sine favorittsteder på skolen ved å ta bilder og presentere «photo collage» for sine medelever (Broström, 2012). Annen forskning viser at barns tegninger eller fotografier, og barnas egne kommentarer og refleksjoner over det de har tegnet eller tatt bilder av, brukes i formidling, som verktøy i videre forskning eller som ledd i profesjonsutvikling (Svendby, 2016;Fereday et al, 2009;Fitzgerald, 2011).…”

Section: Barns Medvirkning I Formidlingunclassified

10. Involvering av barn i samproduksjon i forskning– metodologiske og etiske aspekter

Svendby¹,

Øien²,

Willumsen³

2019

Samproduksjon I Forskning

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10. Involvering av barn i samproduksjon i forskningmetodologiske og etiske aspekter ELLEN BERG SVENDBY, INGVIL ØIEN OG ELISABETH WILLUMSEN SAMMENDRAG Forventninger om samproduksjon i forskning gjelder også barn. I dette kapittelet vil vi belyse saerskilte metodologiske og forskningsetiske dilemmaer som gjør seg gjeldende når barn involveres i samproduksjon i forskning. Vi drøfter hvilket ansvar barn bør og kan ha i ulike faser av forskningsprosjekter og på hvilke premisser barn kan medvirke. Som grunnlag for å belyse disse spørsmålene tas utgangspunkt i to perspektiver med relevans for forskning med barn, barneperspektivet og barnets perspektiv. Fordi valg av perspektiv alltid vil vaere forbundet med hvilken forståelse av kunnskap som ligger til grunn, er perspektivene knyttet til det Nowotny et al. betegner som Modus 1-og Modus 2-kunnskap. Barn har rett til medvirkning, men kan samtidig ha behov for beskyttelse. Når barn involveres i forskning, må derfor forskerne foreta saerskilte avveininger av både metodologiske og etiske problemstillinger. NØKKELORD: barneperspektiv | barnets perspektiv | forskning | samproduksjon | etikkABSTRACT Expectations for co-production in research also apply to work with children. In this chapter we will describe specific methodological and ethical dilemmas that arise when children are involved in co-production in research. We discuss what responsibilities children can and should have during different phases of research projects, and on what grounds they can contribute to the research process and results. The underlying premise for these questions is based on two perspectives relevant to research with children, a child perspective and the child's perspective. Because choice of perspective always will be associated with understandings of the underlying knowledge, these perspectives are linked to what Nowotny et al. describe as Modus 1 and Modus 2 knowledge. Children are entitled to participation, but in so doing, may also need protection. The involve-10. INVOLVERING AV BARN I SAMPRODUKSJON I FORSKNING -METODOLOGISKE OG ETISKE ASPEKTER

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Exploring the use of emoji as a visual research method for eliciting young children’s voices in childhood research

Cited by 56 publications

References 44 publications

Lisbon Emoji and Emoticon Database (LEED): Norms for emoji and emoticons in seven evaluative dimensions

Lisbon Emoji and Emoticon Database (LEED): Norms for emoji and emoticons in seven evaluative dimensions

`I make up a silly name'

10. Involvering av barn i samproduksjon i forskning– metodologiske og etiske aspekter

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