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added the most relevant correspondence to the list of interviews. See Appendix B for the list of interviewees and correspondence.

      The Chicago School ties two conceptions to ethics, “the forging of bonds that create a community” and “moral choices we face when we act in that community” (Booth et al., 2003, p. 273). I forged bonds with players, designers, and scholars over the past five years as I participated in games and discussions about games at conventions and at online sites. Aside from playing, I read and wrote blog posts, forum threads, and discussions on social media sites. At these online sites, I found additional volunteers for interviews, who are included in the number of interviewees above. When working with online sites as part of the field work, it is probable that the amount of data is overwhelming. Michielse (2015) suggests to focus on “a specific part of the community” website, such as the frontpage (p. 35). In my case, I focused on discussions and online texts about crafting role-playing materials, but since there were few, I needed a further step. Throughout the time, I made my research project on materials public on my private blog (bienia.wordpress.com), on my profiles at social media sites (Facebook, Twitter, YouTube, reddit), and on my profiles in specific online communities (inlarp.de, larperning.com, forums.oculus.com). In this way, I have stimulated the necessary amount of response, either directly via text messages or by generating discussion on the sites. Some responses were online while some happened in person during conventions and conferences. While maintaining contact with the communities, I kept my research work transparent. I agree with Michielse (2015) about transparency as an important moral choice, and would like to add that it is also a practical choice, because it generates opportunities to attract correspondence and interview partners.

      I informed my interviewees about my intention to summarize the results and make them visible within an academic study. Interviewees provided consent in advance to be recorded and quoted. Some interviewees offered their real name for use (i.e., Walter) while others chose nicknames (i.e., Section31). When the chapters were finished I sent them to all the interviewees whom I quoted, for a final check. I treated most correspondence at online forums, social media sites, and via chat anonymously. In referring to such correspondence I do not usually cite names, but the game and form of communication, for example: SVA larp, E-mail, 2011. All in all, the study followed Maastricht University’s “Code of Conduct, Scientific Research” (2012).

      Being in touch with the community discourse, I learned more about the three role-playing game forms, the (in)visibility of materials, and the latest developments, such as crowdfunding and crowdsourcing, for example for Dungeons & Dragons 5 (in 2012), Oculus Rift (in 2012), and College of Wizardry (in 2014). More importantly, with the help of online communication and online sites, I stayed in touch with fellow players and interview partners.

      Staying in touch with the community made it possible to inform the community about the progress of my research and disseminate preliminary results. I wrote about preliminary results on my blog, in magazines (inlarp.de and LARPzeit), as well as in book publications of larp conventions (MittelPunkt 2011-2015, WyrdCon 2012), and presented my findings at conventions (see list in Appendix A). I also contributed as a reviewer during the set-up of the first international larp census (Vanek, 2015). Another reason was to connect national communities, and also to disseminate information beyond this study, such as the news of Disney’s idea-scouting at Nordic larp communities that influenced the construction of Disney’s Star Wars Land. Staying in almost daily contact with the communities helped me to examine and revise my understanding of role-playing games from different perspectives.

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