The use of the Internet has increased exponentially over the last decade. Individuals across all continents are progressively engaging in cyberspace interactions at work, in education, and for leisure. These online interactions, unconstrained by the limitations of corporeal reality, offer the potential for unique presentations of the self. The general aim of the research described in this thesis was to examine self-presentation in cyberspace. The research focused on MOOs, multi-user, text-based, user-extensible online environments, as a likely site for identity experimentation and play in cyberspace. Two studies are described. In the first quantitative study, 75 university students logged on to the front page of a social MOO where they selected a screen name, chose their gender, and provided a character description. As hypothesised, self-presentations were more likely to be based on actual identity rather than hoped for or feared selves. Contrary to expectation, little evidence was found of gender play. Self-presentations were typically positively biased and results suggested that players also perceived themselves more positively in the online context. Although sex and age were generally unrelated to self-presentation strategies, previous online experience, ethnicity, and personality profiles helped to explain self-presentation behaviour. / A qualitative study of a further 20 students in an educational MOO explored players understanding of their initial self-presentational choices and their management of these self-presentations over a 12-week period. Findings from the second study were consistent with the results from the first quantitative study and confirmed a strong desire for authentic self-presentation. Despite this emphasis on authenticity, the intention to play with identity was manifest in the form of selective self-disclosure, fantasy play, and exaggeration of traits. Participants also reported behaving in less inhibited ways online. A low incidence of gender play was noted. The overt identity play assumed by the cyberspace literature was not found in either study. Rather self-presentation in the online context appears to be governed by essentially similar processes to those that shape self-presentation in the offline world. The implications of the findings for teaching and learning, particularly for educators who want to use MOOs for identity experimentation, are discussed.
| Identifer | oai:union.ndltd.org:ADTP/245650 |
| Creators | Chester, Andrea |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
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