Roblox and its ‘ancillary’ markets

Gaming platform Roblox’s vast digital economy has given rise to numerous “ancillary” (i.e., offering supportive services) websites that, together, function as secondary markets for in-game assets, data, and a variety of services. These platforms—ranging from game analytics hubs and item valuation sites to black markets for limited items—operate outside the boundaries of Roblox’s sanctioned marketplace. This project will examine the emergence, function, and impact of these external marketplaces, considering their role in player’s (including but not limited to children’s) experiences of the platform, economic strategies, and perceptions of value.
Through a combination of platform analysis, netnography, and critical inquiry, the project explores how these websites mediate access to in-game wealth and status. Many of these sites aggregate data on item trends, player inventories, and trade histories, reinforcing a speculative economy that parallels formal financial markets. These sites thus function as informal financial hubs where players learn to navigate supply and demand dynamics, price fluctuations, and asset appreciation.
By normalizing market-driven interactions, these platforms contribute to a broader economic enculturation that extends beyond the game itself, blurring the boundaries between play, labour, and digital capitalism.

This project offers the student an opportunity to contribute to a broader project on economic enculturation on digital platforms, and delve into the rapidly evolving field of digital childhood.
The student will primarily investigate the websites and social media channels that collectively form Roblox’s ancillary markets (e.g., rolimons.com) through a combination of platform analysis, netnography, and a literature review. The outcome of this research is intended to become a book chapter to be included in the edited book “Roblox: Kidtech in a Global Context”, where leading scholars are gathering insights on the platform’s impact on childhood. The student will be co- author on this output.
Depending on their interests, the student will also have an opportunity to deepen a) their coding skills by collecting and analysing data from social media sites such as Discord; or b) netnography and participant observation skills by investigating specific Roblox game genres such as “tycoons”.
Both activities offer opportunities to contribute to a research manuscript that will be submitted to a peer-reviewed journal.
The broader project has links to the third sector (e.g., NGO Parent Zone), and the student will be invited to partake in conversations to understand the needs of non-academic stakeholders and the project’s potential for impact.

• Development of research skills, including platform analysis, netnography, and reviewing relevant literature
• Opportunity to further develop coding skills in python or R (if desired)
• Co-authorship on research output, including potential contribution to peer-reviewed article
• Opportunity to gain insight on research impact and collaboration with third sector

• Interest in digital economies, digital platforms, digital gaming, and/or digital childhood.
• Interest in developing platform analysis and netnographic skills.
• Good attention to detail.
• Good writing skills.
• Welcome but not essential: coding skills in either python or R.

The student will be given the opportunity to summarise and disseminate their findings in a popular blog post (in a reputable outlet such as the LSE Impact Blog or the Parent Zone blog).

1. Please send your CV and a brief cover letter outlining your interest and suitability to the project supervisor(s). Please contact the project supervisor(s) in advance of submitting the application with any questions.

2. If selected by the project supervisor, the student must then complete the Placement /Internship Application form. This ensures that there is approval of PhD supervisor, and the necessary information is obtained to extend funding (for DTP1 students) or confirm placement requirement fulfilled (for DTP2 students), and to fulfil ESRC reporting obligations.  

Please note:

• Research Assistant Internships must not be undertaken with the student’s current supervisor and/or home department.
• DTP1 students (those whose funding commenced before Oct24): a maximum of 4 Research Assistant internships will be funded. These will be filled on a first-come, first-served basis. Once the 4 DTP1 places are filled, we will inform PIs that only DTP2 students are eligible for the Research Assistant internships. PLEASE NOTE THAT ALL DTP1 PLACES HAVE NOW BEEN FILLED.
• DTP2 students (those whose funding commenced from Oct24): are required to complete a 3-month placement, which is funded through their studentship. No limits to number that can be funded.
• Reports: at the conclusion of the internship, the student will be required to complete an internship report, which will include a question for the internship host to feedback on the internship.

Contact liss-dtp@kcl.ac.uk with any questions.