The Algorithm Game: A study of how danish students perceive and navigate algorithms on short video platforms
Authors
Jensen, Tobias Claudi ; Sørensen, Magnus Munch Kaufmann
Term
4. term
Education
Publication year
2025
Submitted on
2025-05-28
Pages
78
Abstract
This thesis examines how Danish high school students experience and make sense of the algorithms that select videos on short-form platforms, and how they try to influence both their feeds and their own use. The study takes a qualitative, phenomenological approach and follows six students through mobile ethnography (documenting app use on their phones) and interviews. The analysis is informed by Science and Technology Studies: postphenomenology (multistability—one technology enabling many uses—and intentionality—how technologies invite certain actions) and Actor-Network Theory (black boxing—how systems hide their inner workings—and programs vs. anti-programs—the push and pull between platform design and user tactics). A Grounded Theory mindset guided an inductive, iterative analysis of the data. Findings show uneven levels of algorithmic awareness. Students mostly learn how the feed works from personal trial and error rather than school. They use short video apps mainly for entertainment, relaxation, and passing time, yet often describe long sessions as unproductive or emotionally draining. Engagement is often impulsive; students sometimes start scrolling without deciding to and lose track of time and surroundings. They try different strategies to manage use—with mixed success—shaped by self-discipline, time of day, and social context. Students also try to steer the feed by liking, commenting, and following. They agree that recommendations respond to their interactions, but differ on which actions matter most. Most view algorithms critically, recognizing their persuasive pull and the risk of echo chambers.
Denne afhandling undersøger, hvordan danske gymnasieelever oplever og forstår de algoritmer, der udvælger videoer på kortvideoplatforme, og hvordan de forsøger at påvirke både deres feed og deres egen brug. Studiet har en kvalitativ, fænomenologisk tilgang og følger seks elever gennem mobil etnografi (at dokumentere app-brug på telefonen) og interviews. Analysen er inspireret af Science and Technology Studies: postfænomenologi (multistabilitet—at en teknologi kan bruges på flere måder—og intentionalitet—hvordan teknologier lægger op til bestemte handlinger) samt Aktør-Netværk-Teori (blackboxing—at systemers indre virkemåde er skjult—og programmer vs. anti-programmer—spillet mellem platformens design og brugernes taktikker). En Grounded Theory-tilgang guidede en induktiv og iterativ analyse af data. Resultaterne viser varierende grad af algoritmebevidsthed. Eleverne lærer mest om feedets logik gennem egne erfaringer frem for undervisning. De bruger især kortvideo-apps til underholdning, afslapning og tidsfordriv, men beskriver ofte lange sessioner som uproduktive eller følelsesmæssigt drænende. Brug sker ofte impulsivt; eleverne begynder nogle gange at scrolle uden bevidst beslutning og mister tids- og stedfornemmelsen. De forsøger at styre deres brug med forskellige strategier—med blandet succes—præget af selvdisciplin, tidspunkt på dagen og sociale omgivelser. Eleverne prøver også at påvirke feedet ved at like, kommentere og følge. De er enige om, at anbefalinger reagerer på deres interaktioner, men er uenige om, hvilke handlinger der betyder mest. De fleste forholder sig kritisk til algoritmer og anerkender deres overtalelseskraft og risikoen for ekkokamre.
[This apstract has been rewritten with the help of AI based on the project's original abstract]
Keywords