The theoretical coding phase marked the final step in the data analysis process for CGT with the expected outcome being a proposed theoretical model consisting of
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saturated core categories (Sbaraini et al., 2017). To achieve theoretical sensitivity, another trial and error approach was needed to find which method would best fit the abstraction task.
Theoretical sensitivity is one’s ability to understand an empirical phenomenon in theoretical terms (Glaser, 1992). By doing so, relevant concepts may be identified in the phenomena to indicate some type of coexistence between the emergence of the data (Kelle, 2017). This is a necessary step needed in the final phase of CGT in the final formation of a theoretical contribution.
After conceptualising the code groups by network views, there was still a large volume of data to work with and further abstraction was needed to reach theoretical sensitivity. This caused a problem in deciding how to manage and conceptualise the network views to make theoretical sense of it.
Because of the large volume of data being used, an assistive method to further abstract the data was needed. Literature was consulted on how to achieve theoretical sensitivity in a GT study. It was during this search that the researcher found Glaser’s coding families. The coding families seemed to be an appropriate method to use because it provided a systematic approach to filtering data and making sense of it, and it potentially allowed the researcher to have a better sense of control over working with a large volume of data.
5.4.1 Glaser’s coding families approach
Theoretical coding families stem from different sociological and philosophical contexts and are grouped together into families to allow the researcher to better identify relations between their codes (Kelle, 2017:4). The purpose of Glaser’s coding families is to bridge the gap that exists between the emergence of data in a researchers work, with the achievement of theoretical sensitivity (Kelle, 2017:3), which is the process of abstraction and moving from phase two of focused coding to phase three of theoretical coding. However, there are many limitations and disadvantages when using Glaser’s constructs that may possibly stifle the data and making the task too laborious for novice researchers (Kelle, 2017:4; Böhm, 1994:5).
5.4.2 Attempting Glaser’s coding families method
After attempting to utilise some of Glaser’s coding families to classify the substantive codes already found, it was found that the method was, as the literature indicated, too restrictive and it appeared to force the data into predefined moulds (see AAPPENDIX E: GLASER’S CODING FAMILIES for enlarged image).
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Figure 5.26: Attempt to fit existing categories into Glaser’s coding families
Along with the resistance to force the data into predefined moulds, the researcher being a novice was not in the best position to be using Glaser’s coding families, as it required extensive knowledge of how to apply it correctly to one’s research (Kelle, 2017:6; Böhm, 1994:5). A thorough understanding of Glaser’s coding families was needed and the researcher greatly lacked in that knowledge. With these two reasons in mind, it was decided to abandon the use of Glaser’s coding families to further abstract the core categories and to reach theoretical sensitivity.
5.4.3 Asking the analytical question
It was difficult to find an appropriate means to further conceptualise the tentative categories. After careful consideration, the ten network views were taken into account and a specific analytical question was asked: “What common pattern/trend occurs through all or most of the sets of networks?”
Taking into consideration the events that took place throughout the workshops and interviews, as well as the relationships formed between the code groups, the following concept emerged: that at some point the gamer experienced a state of being engaged or immersed; however, that alone was not sufficient to guarantee the continual use of an AVG. Two steps are needed to ensure replayability.
5.4.3.1 Developing the theory The first draft is shown in Figure 5.27.
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REPLAYABILITY
ENGAGEMENT &
IMMERSION MOTIVATION
Figure 5.27: First draft of the final theory
When analysing each of the networks there is acknowledgement of some flow between being engaged and being motivated which will in essence lead to replayability. However, this fails to address many of the minor details, such as what if someone is engaged but still does not play? As a result, a further adaption of the conceptual model was designed, as shown in Figure 5.28.
REPLAYABILITY
MOTIVATION
ABANDONMENT
NON- IMMERSION NON-
ENGAGEMENT
IMMERSION ENGAGEMENT
Figure 5.28: Second variation of the constructed theory
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The second diagram better illustrates the idea that being engaged and immersed leads to replayability, and it acknowledges that the lack of engagement and immersion or factors leading directly to distraction contribute towards abandonment.
Motivation plays a pivotal role in the mix as well. The problem with this diagram is the assumption that motivation drives the inhibiting and enhancing factors of engagement and immersion, is not necessarily true, i.e. being motivated results in engagement and immersion, and not being motivated results in disengagement and non-immersion. Motivation is argued as an independent factor that should stand on its own in conjunction with the inhibiting and enhancing factors.
Ultimately, these two theoretical model drafts led to the final diagram, which more accurately illustrates the factors contributing to replayability and abandonment.
Figure 5.29 is explained in Chapter Six (Play Active Theory explained). The theoretical construct as shown in Figure 5.29 best describes the inhibiting and enhancing factors contributing towards the engagement and immersion of AV gamers, specifically what leads to the abandonment and replayability of an AVG.
For easier readability purposes, Figure 5.29 is redesigned to better illustrate the flow of the continuum discussed in Chapter Six, section 6.2. The redesigned diagram holds the same meaning and utilises colour and a horizontal line to depict the movement of the continuum, as it is easier to read from left to right.
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REPLAYABILITY
ABANDONMENT
ENGAGEMENT IMMERSION
- Errors - Discomfort
= Frustration - Exercise - Having fun
- Achievement and Reward - Challenge
- Competition - Narrative
= Enjoyment and Satisfaction
Seamless Play MOTIVATION
Figure 5.29: Completed constructed theory