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Employing ethnographic methods online offers additional understanding of how online contexts are connected to education (Rusk, 2019; Ståhl & Kaihovirta, 2019; Ståhl & Rusk, 2020). As society evolves, new challenges arise for ethnography to claim its position as a methodology for understanding human sociality. For example, the definition of fieldwork might become blurred when the researcher has constant access to the field from their computer, and accessing a participant's perspective is made more complex when there is no, or limited, face-to-face interaction with participants (Beaulieu, 2004; Shumar & Madison, 2013). This chapter discusses some of the challenges experienced during the process of employing ethnographic methods with students playing the online multiplayer video game Counter Strike: Global Offensive (CS:GO, Valve Corporation & Hidden Path Entertainment, 2012) within an educational context. The challenges included maintaining participant integrity in terms of gaining informed consent from players that became co-observed, defining privacy online during the analysis and in dissemination and portraying participants accurately despite stakeholder interests. These challenges are discussed in relation to maintaining research ethics in situ together with participants and with the research context in mind. The intention is not to portray our approach as best practice, but rather to highlight and discuss the challenges faced.

In this five-week study, two teacher educators and one preservice teacher brought console and virtual reality games into an elective middle school language arts course in order to explore aspects of literacy as a social practice. To the extent possible in a public school, researchers sought to construct the classroom as an affinity space, treat the games as literature worthy of thoughtful response, and position students as co-investigators. Small groups of students played games and reflected on their experiences in writing, class discussion, and a culminating interview. The evolving discourse was framed with questions designed to evoke student explanations of their thinking related to their play experiences. Thematic analysis of student writing, researcher field notes, artifacts from large group meetings, and final interviews revealed the importance of community to the gamers' progress in the game and to their well-being in the classroom.

In their work on ‘online consumer stewards’ in E-sports, the authors point to the competing social and commercial imperatives that govern behaviour and who can be seen as ‘authentic’ in a fast-paced digital environment. Drawing on insights from Bauman’s work on ‘liquidity’ they explore the case of Starcraft II, a global, multi-player online game, and show how the most successful stewards need to be both adaptable and free-floating whilst at the same time anchored in solid community structures. The most successful of these stewards are then able to leverage this (perceived) authenticity to meet both community and commercial objectives.