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This study derives from a located a gap in the methodological coverage and ways inwhich filter bubbles previously have been problematised. It is structured to through auser perspective to find ways in which users navigation and experience is influencedby personalised consumption. Through interview studies of digital natives, two mainfocuses of navigation and experience have been chosen with the aim to bring nuancedperspectives to the current state of filter bubbles. The first, using the theoreticalframework of uses and gratifications sets out to answer: In what ways do digitalnatives navigation contest the personalisation of their news consumption?I found that most interview participants have developed both thorough and individualways of navigating in their news consumption process. Personalising filters are bysome seen as assets to optimize content and by others as thresholds that enforcerestrictive behaviour. However, most participants seem to be mildly concerned orunaware of personalising features in their news navigation.The second focus of user experience seeks to clarify the motives behind usernavigation by answering: In what ways do digital natives experience of theirnavigation contest the personalisation of theirs and others news consumption?I find that some participants consider the impact of their own interactions withtheir personalised consumption, but do not understand the extents of it. I also find thatshared social norms and traditional media permeate the critical view that allparticipants carry with them through their navigation. I use these findings to introducea suggestion to problematise personalisation through user experience as a way ofbenchmarking filter bubbles that to my knowledge have not been used before.Lastly, by looking at the navigations and experiences of the participantsthrough a theoretical framework of power, I conceptualise their interactions asmotives of counter power towards a personalisation to answer:How can the motives of digital natives navigation be contextualised as acts of counterpower towards their personalised news consumption?I identify both interactions as motives of counter power with some participants’ newsconsumption, and experiences of subjectivity to power in others. But can’t determineto which extents it relates to the personalisation or other factors in the participantsnews consumption.

The present study is an investigation of a recent phenomenon, the creation and maintenance of a student-centered online community using Line, a Web 2.0 mobile messaging (MIM) application. In recent years, mobile instant messaging has become the most widely utilized form of social media (Clement, 2019a), and has been increasingly used by students to interact about schoolwork (e.g., Cetinkaya, 2017; Bouhnik & Deshen, 2014; Tanaka, 2014). With the ubiquity of mobile technology use amongst students, how interactions in student-centered online groups contribute to the achievement of academic goals warrants further research. Therefore, this study had three purposes. The first purpose was to utilize Wenger’s (1998) community of practice framework to investigate whether an online group formed by the students could evolve into an academic community of practice. A second purpose was to analyze online interactions through the lens of uses and gratifications theory (Katz, Blumler, & Gurevitch, 1973) to discover the specific academic uses of MIM valued by the participants. Furthermore, the affordances (Gibson, 1977) that made the application amenable to academic purposes were investigated. The third purpose was to further analyze online interactions to uncover the specific ways in which the practices of the online academic group contributed to and conflicted with the achievement of course objectives. A case study approach (Yin, 2014) was used to provide a thick descriptive account of the online group and achieve the objectives of the study. The 12 participants in this study were members of an intact EAP course, which was part of an English-medium economics curriculum at a private Japanese university. The main source of data were two online groups created using the Line application, one group consisting of all members of the class and the other a group of four students created to work on the course project. Other sources of data included online documents saved to Google Drive, a survey, interviews, and course materials. Data from all sources were coded and analyzed first inductively, using codes from the three frameworks used in the study, and then inductively, to discover any other themes that emerged from the data. The analysis suggested that the online group created by the participants evolved into an academic community of practice. There was evidence of a focused academic domain because the vast majority of online posts dealt directly with course content. Moreover, interactions revealed the development of trust, reciprocity, and commitment, all key components of mutual engagement. Various group practices also emerged that supported students in their coursework and contributed to group learning. A key factor in community formation was attributed to the Line application meeting the academic needs of students. Key gratifications associated with the needs of the students included online interaction with a closed group, convenience, quickness, retrievability, information sharing, and emotional support. The affordances that enabled these gratifications to be obtained were selective connectivity, context-free access, asynchronous/synchronous communication, information aggregation, and multi-user content creation. Further analysis of the online interactions supported by these affordances showed that the prominent group practices directly supported course objectives. However, there were several conflicts associated with the use of MIM, such as problems with the constant flow of messages, unequal levels of contribution, and academically questionable activities. Finally, a summative analysis led to the creation of a model that demonstrated the relationships between learning objectives, student academic needs, gratifications, and affordances in the formation of a community within the context of a traditional university course. / Applied Linguistics

Using a quantitative survey distributed to regular players of MMORPGs (Massively Multiplayer Online Role-Playing Games) (N = 777), the current study employed a correlation matrix and a parallel mediation model to assess the relationship between play frequency, motivating factors, and video game addiction. The results demonstrated that each of these elements were related to one another to varying degrees (p < .001). The motivating factors identified by Yee (2006) included achievement, immersion, and social interaction, which were tested as mediators and indicated that achievement (a1 = 0.2817, p < 0.001; b1 = 0.4073, p < 0.001) and immersion (a2 = 0.3217, p < 0.001; b2 = 0.2574, p < 0.001) are mediators in the relationship of play frequency and addiction. Social interaction was not significant as a mediator (a3 = 0.3217, p < 0.001; b3 = -0.0235, p = 0.6753). Higher levels of addiction were present for those who were motivated by achievement (rewards) and immersion (storyline/diversion) to play more frequently per week. However, those who were motivated by social interaction to play frequently did not demonstrate a statistically significant relationship with higher levels of addiction. Findings suggest that motivating factors of gameplay may have a mediating effect on the relationship between play frequency and addiction.