Virtual Parent-Child Relationships: A Case Study
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Studies on parenting and online gaming abound, most of this literature considering the role of parents in educating their children about online safety, maintaining boundaries and limiting time spent online. Embedded within these inquiries is often the assumption that parents live with their children and must balance the physical-virtual divide. Relatively little research has considered the role of the virtual in the lives of parents who do not live with their children. In this inquiry, I present a narrative-ethnographic account of my experiences as a father living apart from my six-year-old son, communicating daily through various online games. I draw on my own experiences over the past three years, as well as formal and informal interviews with my son. I consider how our relationship has evolved in relation to virtual constructs including spaces, characters, and stories, and the extension of the virtual worlds we inhabit into our face-to-face conversations, play, and subjective individual and collective constructions of the reality of our relationship. Ultimately, I propose broader implications for the study of virtual worlds and relationships, as well as an expansion of the understanding of parenting in a digital age, where gaming is not always a distraction from familial engagement but can in fact integrate with family life.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it