نوجوان سایبورگ و داده های دیجیتال؛ ردیابی آموزش و درآمدزایی در زیست دیجیتال نوجوان (کاربست قوم نگاریِ بیش از انسان) (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
زمینه و هدف: ارتباط نوجوان و داده های دیجیتال به خصوص بازی های ویدئویی در اشکال و ابعاد گوناگونی بررسی شده است. بااین همه، درهم کنشی و درون کنشی انسان و داده های دیجیتال و چگونگی تأثیر و تغییر هریک در این تعامل با نگاه پساانسان گرایی و مادی گرایی جدید، دغدغه به نسبت جدیدی است که هدف کلی را نه در تمرکز بر انسان در تعامل با غیرانسان ها و داده های دیجیتال، بلکه بر درهم تنیدگی انسان با غیرانسان ها درنظر می گیرد. هاراوی به بهترین شکل آن را در مفهوم و استعاره «شخصیت سایبورگ» مطرح کرده است. در این پژوهش، به فراخور این مقاله، با هدف ردیابی چگونگی درهم تنیده شدن نوجوان امروز با داده های دیجیتال، بر دو فاز تأکید شده است؛ یکی درهم تنیدگی نوجوان، داده های دیجیتال و آموزش و یادگیری و دیگری، نوجوان، داده های دیجیتال و درآمدزایی. روش: براساس هدف و لنز نظری اشاره شده در این مقاله، روش قوم نگاری با تمرکز بر پیشنهادات و نقدهای متفکرین پساانسان گرایی (مادی گرایی جدید) بر این روش انتخاب شد و در سه ساحت یعنی مشاهده، تحلیل بیش ازانسان از داده ها و همچنین مصاحبه متمرکز بر درهم تنیدگی انسان و داده ها مسیر این پژوهش طرح ریزی شد. درنهایت ۱۰ نوجوان ۱۱ تا ۱۹ساله را انتخاب کردیم و همچنین با دو والدین این نوجوانان نیز مصاحبه شد که درمجموع با ۱۲ نفر مصاحبه انجام شد. این تعداد باتوجه به نوع مصاحبه ها که در چندین جلسه و به صورت کارگاهی و مشارکتی انجام شد، اهداف این پژوهش را محقق کردند. داده ها: درهم تنیدگی زیست نوجوان با داده های دیجیتال و بازی های ویدئویی در مبحث آموزش و یادگیری باعث شده است که نوجوان متکی به داده هایی فراتر از ذهن خود باشد و همچنین جایگاه و مرز یاددهنده و یادگیرنده در این مسیر کاملاً از بین رفته است. نوجوانان به یادگیری مبتنی بر ابزارهای داده محور و کاربری آنها تمایل بیشتری نشان می دهند و به جای حفظ اطلاعات بر روی فهم و استفاده از این ابزارها تمرکز می کنند. همچنین، در حوزه درآمدزایی، نوجوانان با شناخت کنشگران و فرصت های موجود در اقتصاد دیجیتال به خلاقیت در کسب درآمد می رسند. آنها ممکن است برای کسب درآمد مسیرهای خود را تغییر دهند و حتی از آموزش به عنوان ابزاری برای رسیدن به اهداف مالی استفاده کنند. نتیجه: زیست نوجوان با داده های دیجیتال و به طور خاص داده های بازی های ویدئویی بسیار درهم تنیده شده است؛ به گونه ای که «شخصیت سایبورگ» به شکل بسیار روشنی شخصیت و زیست نوجوان امروز ایرانی و نوجوان درگیر با داده های دیجیتال را می تواند توصیف کند.Cyborg Adolescents and Digital Data: Examining Education and Revenue Generation in the Digital Lives of Youth through More-than-Human Ethnography
IntroductionAccording to the Entertainment Software Association (ESA, 2022), approximately 76% of adolescents aged 13 to 17 play video games, averaging about 7 hours per week. The Pew Research Center (2021) has observed a significant increase in online multiplayer gaming, particularly during the COVID-19 pandemic. In Iran, around 75% of adolescents participate in video gaming, amounting to approximately 34 million players. This trend affects various facets of adolescents' digital lives, including entertainment, education, lifestyle, and income generation. This research investigated the interconnected aspects of education and income generation in the digital lives of Iranian adolescents, drawing on interviews with 10 adolescents and 2 parents. The study employed theories from Haraway, Clark, Chalmers, and Latour to analyze these developments, focusing on how this interplay influenced adolescents' creativity and their potential for generating income. Materials & MethodsEthnography is a prominent method in post-human studies and new materialism (Berry, 2019: 48). Scholars, such as Latour (1979) and Lupton (2016, 2018, 2020), have employed this approach, often critiquing its traditional forms. Post-human ethnography encourages researchers to examine "socio-technical networks" and key actors through targeted interview techniques (Latour, 2005: 21-49, in Berry, 2019: 48). This research investigated adolescents' interactions with digital data using a combination of observations, document studies, and interviews and following the methods proposed by Logie and Quinton (2018). A purposive sample of 10 adolescents aged 11 to 19 was selected, along with interviews with their parents, ensuring adherence to ethical considerations. Data collection involved an integrated approach combining observation, document analysis, and semi-structured interviews to explore adolescents' emotional experiences with digital data (Lupton, 2018). The findings were analyzed using "material-discursive" frameworks, which highlighted the interplay between materiality and conceptual understanding. Discussion of Results & ConclusionDonna Haraway highlights the essential relationship between humans and technology. The concept of the "cyborg" (Bhavnani, Haraway, 1994) illustrates that humans are deeply interconnected with their environment, including technology and digital data (1991). This perspective suggests that contemporary adolescents, who are intimately linked with digital data, can be referred to as the digital generation (Baldiņš, 2016). They embody Haraway's cyborg concept as their cognitive processes are intertwined with technology, resulting in what is known as an "extended mind" (Clark and Chalmers, 1998). Interviews revealed that adolescents frequently learned through digital platforms, such as YouTube. For instance, Arman discovered how to change his laptop's operating system by following online tutorials, demonstrating that knowledge could exist outside the individual mind (Menary, 2010). Similarly, Mona enhanced her gaming skills by utilizing online resources. Participants noted that familiarity with various tools boosted their confidence and problem-solving abilities, supporting Menary's assertion that knowledge emerges from engagement with technology, thus emphasizing the connection between practice and external knowledge.Menary further posits that learning occurs through practice (Menary, 2012). Participants underscored the significance of being familiar with game environments, such as Minecraft, asserting that theoretical knowledge alone is inadequate. They compared this to navigation apps, where practical experience was essential for fully understanding their features. Anderson (2010) argues that the interactions among actors occur in a cyclical process of action. Much of this knowledge is acquired unintentionally through digital data, contributing to both basic everyday understanding and more complex explorations.Today's adolescents increasingly seek to generate income from their digital experiences. Their desire for independence, particularly economic independence, drives them to focus on income generation through their skills and knowledge. As Nguyn (2023) observes, key characteristics of the digital economy are closely linked to adolescent life, including the shift from analog to digital technology, evolving concepts of ownership, and the removal of age, time, and location constraints. This creates enticing opportunities for teens to engage economically without traditional ownership models. Economic interactions often occur without intermediaries, transforming social structures. Arman emphasized the necessity of engaging with the digital world for economic activity, asserting that failure to do so risked obsolescence. This perspective aligns with Latour's concept of inevitability, wherein technologies like smartphones are deemed essential. Today’s youth understand that participation in the digital economy is crucial for future success, a realization that has yet to be fully embraced by older generations.New actors have emerged in this space, including game developers, online game sales platforms, peripheral sales websites, e-commerce shops, and exchange offices. These actors influence one another and reach consensus within a dynamic economic cycle. Adolescents are increasingly aware of the various pathways, laws, principles, and stakeholders involved in this landscape. They critically evaluate how to leverage these opportunities for income generation, leading to the emergence of new actors and networks that diverge from traditional economic models.The intertwining of adolescents with digital data has multiple dimensions, impacting various aspects of their personal and social lives. Our study focused on two key dimensions of this interaction: education and income generation. While adolescents initially engage with video games and digital data primarily for entertainment, they ultimately develop additional motivations and dimensions that affect different areas of their lives.Our research revealed that adolescents' learning methods and interests evolved alongside digital data. These data provided a pathway for learning and fostered new opportunities for creativity. Today’s adolescents are less interested in conventional learning methods; instead, they prefer data-driven approaches that utilize digital tools. They expand their knowledge beyond merely accumulating information to learning about the effective use of tools and data.Conversely, in terms of income generation, adolescents cultivate creative ideas by recognizing the various actors and stakeholders within the digital economy. Their creativity in this domain stems from an understanding of these actors and networks, leading them to adapt their goals or strategies to align with data-driven objectives. For instance, they may aim to generate income through educational content on platforms like YouTube or others.Our research findings aligned with previous empirical studies indicating that the interaction between adolescents and digital data significantly influenced their career choices and income generation preferences. Furthermore, adolescents' values and preferences underwent substantial transformations as they engaged with digital data. This study closely related to the research conducted by Milesi (2022), which highlighted the reciprocal influence between gaming and adolescents, the blurring of boundaries between humans and non-humans, and the diminishing focus on human-centered perspectives.
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