Research Question: How is the casual tone of the interviewee possibly affected by the interviewers prior relationship with the interviewee along with the interviewers use of academic language to evaluate what the interviewee is saying?
Evidence:
In this interview, the interviewer(Ch) and the interviewee (B), went back and forth with what seemed like a struggle to get information. Not until the end did it seem like a comfortable conversation, but then the interview notes end, so our analysis ends not knowing how the rest of the conversation went. B, the interviewee seemed to be in a casual, very nonchalant, mood when he gave his answers. The interviewer, Ch, was constantly probing him for information which seemed to do one of two things. B became confused on the elaboration Ch was giving, or simple B was uninterested in how technical his comments were becoming or with the entire interview itself, and he remained casual and minimal throughout. It also shows a different dynamic that is not always seen interviews.
1. Prior conversation:
Ch- I wanted to talk a little, you talk about yourself as a hardware expert, you said software novice, although I bullied you into being competent, what software do you know how to use?- example of interviewer probing ideas "I bullied"
2. use of "JUST" and short answers from B:
B - they are
B - yeah, but it's just games (laughing)
B - Well, just in learning how to learn a program, I just see buttons, tool tips and ah I make a go at it, the scissors mean I can cut in here, and I can just cut and drag and drop - these a simple things everyone knows, I guess the only reason I can pick up learning a program is that I just have that knack, no other way to explain it.
3. academic language and probing for elaboration from Ch:
Ch -so what kind of crossover did you find between learning the games and learning the software everyone needs to know? Obviously it wasn't real hard for you to learn, frontpage
Ch -what background? Asking B for elaboration/more information
Ch that's literacy - you have the basic tools, the right basic set of assumptions for how to read, understand, interpret a program. And so what I'm looking for is the connection between all the gaming experience you have and your ability to do that with the applications - the academic applications This may be where Ch loses B. All the wordiness and academic terms take the interview away from even probing for information, but also take B into a place where he may withdraw a little because the conversation is less technical.
CHAT ROOMS:
Research question: Both pairs interrupt each other multiple times to either finish a thought or ask a question. How does that affect the responses and if it leads to a cohesive conversation?
Evidence:
1. Interruptions
A That was scary. because
S did you tell your mom S interruptsA no I never told my mom or my dad
S we'll be careful if we publish this (laughing) Here the conversation seems of track
A I mean, I think I told them later on when I was in college, but it's dangerous, cause my parents weren't familiar with computers or web tv and I was a child exploring it -like - there was no restrictions, my parents didn't know how to put restrictions, they weren't too familiar with it. It's only maybe three of four years ago that my mom learned how to use a computer so being a child, discovering it on your own could be really dangerous when there's chat rooms, and talking to people telling you that they're your age, but they're not
S Exactly
A That was scary experience
S But you figured that out, you knew to hang up when you got the call we don’t hear about what the experience did until way down here even though it was asked much earlier
S oh that's really funny it backfired on both
of you
A it was kind of embarassing, we were like
eeuuew, we go to church with him, he's old,S that's really funny, how old were you then interruption to find more detail
A we were freshman in high school
S ok so you were about 14
16
A yeah, and he was bout 20, and he was like our older brother, too, and we were like, so now we know how you pick us girls, all these girls you met were from the chat room
S that's really funny
A that was a weird story
S that's a funny story, and it's funny, it's like a reprise of the story when you were little, and you gave, but it's um
A well this time it's someone I know and I think we lied about our age, too, so we said, every time we were 14 we'd at 3 or 4 extra years, we wanted to sound older (small laugh) and we would change our screen name so many times, cause we're like 'ahh, we want to have a new personality today' A interrupts this time which finishes the conversation
S laughing
A we're like "pinkgirlloves whatever" or there, like our new boyfriends name, like Angelalovewhateverhisnameis - we changed it every week. What can you do?
Ch good, so this
course was important, in getting you over your fear
M yeahCh What do you think it was that got you over it?
M Ahm, I guess what could happen, you know? You know, what could happen, you put your work in you press a button, and you just - what's going to happen?
Ch So you had some assurance that your work would be there.
M Right
M I guess so, how to
research on how to use the computer for research
Ch did it help
you with exploring programs
M Ask somebody very casual
Ch You still
wouldn't go through the menu bar and see what each of the tools did, and you
know because you can hover over it, or you wouldn't open them up and just play
with itM I might, but I would probably ask somebody
Ch Would you read somethihg
M I would read, yeah. I would read the help things non specific language
M With the computer?
Ch Why didn't you want to learn it? The teacher says we're going to do the course this way, and you rather than learning the program they gave you, that was supposed to make it easier, and that's the course where they were going to teach you and support you to use it, you you did it your own way, and that isn't just you, that's fairly typical, so let's do some reflecting on, what were your motives, I understand the fear thing, but let's think about where the fear came from, what was it, the one you identified, about not thinking that it was going to represent what you really wanted, is a big one, that's big, but can you think of any of the other things, maybe about you, or your past experiences or probing for detail
M Ask somebody very casual
M Yeah, and even though I guess I wasn't you know
comprehending that this was supposed to make my life easier, it made it more
difficult working through his or her thoughts
Ch And also, I
think I'm hearing, if I'm understanding you right, you felt that learning that
program didn't really have anything to do with what you needed to learn for
that course, M right
Ch that you'd learn more, or better, or what you wanted, by doing it on your own
M mmhmm M is opening up more becoming descriptive
Ch So you didn't see the program as part of what it was important to learn
Ch Powerpoint?
M yeah
powerpoint and ah, Ch frontpate?
M no, I'm trying to think what else, but they were just projects that we had to turn in. So ahm, some kids knew how to use the computer but they didn't know how to use it in the way she wanted it to be used, they would zip by all their work and not do it the correct way, and maybe I was in a better situation, because I knew nothing. about you know, computers, and this was my fear, entering the information and then you press a button, and I remember , you know, the laughed at me because you would press the button and everything on the screen would disappear and I'd be like "oh what happened" but there was a way to get it back, there was always a way to get it back, so it was a funny experience and it was ah, it was kind of taught me not to be afraid, to you know, to use the computer M is opening up more becoming descriptive
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