Bringing design considerations to the mobile phone and driving debate

ABSTRACT Though legislation is increasingly discouraging drivers from holding on to their mobile phones while talking, hands-free devices do not improve driver safety. We offer two design alternatives to improve driver safety in the contexts of voice-based user interfaces and mobile phone conversations in cars-side tones (auditory feedback used in landline phones) and location of speakers. In a 2 (side tone: present vs. not) x 2 (location of speakers: headphones vs. dashboard) between-participants experiment (N=48), we investigated the impact of these features upon driver experience and performance on a simulated mobile phone conversation while driving. Participants became more verbally engaged in the conversation when side tones were present, but also experienced more cognitive load. Participants drove more safely when voices were projected from the dashboard rather than from headphones. Implications for driver user interface design are discussed

Big Data, Small Credit: The Digital Revolution and Its Impact on Emerging Market Consumers

This research report sheds light on a new cadre of technology companies who are disrupting the credit scoring business in emerging markets. Using non-financial data -- such as social media activity and mobile phone usage patterns -- complex algorithms and big data analytics are forever changing the economics of how we identify, score, and underwrite credit to consumers who have been invisible to lenders until now

The genesis and development of mobile learning in Europe

In the past two decades, European researchers have conducted many significant mobile learning projects. The chapter explores how these projects have arisen and what each one has contributed, so as to show the driving forces and outcomes of European innovation in mobile learning. The authors identify context as a central construct in European researchers’ conceptualizations of mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. The authors also examine the impacts of mobile learning research on educational practices and the implications for policy. Finally, they suggest future challenges for researchers, developers and policy makers in shaping the future of mobile learning

Are digital natives a myth or reality?: Students’ use of technologies for learning

This paper outlines the findings of a study investigating the extent and nature of use of digital technologies by undergraduate students in Social Work and Engineering, in two British universities. The study involved a questionnaire survey of students (n=160) followed by in-depth interviews with students (n=8) and lecturers and support staff (n=8) in both institutions. Firstly, the findings suggest that students use a limited range of technologies for both learning and socialisation. For learning, mainly established ICTs are used- institutional VLE, Google and Wikipedia and mobile phones. Students make limited, recreational use of social technologies such as media sharing tools and social networking sites. Secondly, the findings point to a low level of use of and familiarity with collaborative knowledge creation tools, virtual worlds, personal web publishing, and other emergent social technologies. Thirdly, the study did not find evidence to support the claims regarding students adopting radically different patterns of knowledge creation and sharing suggested by some previous studies. The study shows that students’ attitudes to learning appear to be influenced by the approaches adopted by their lecturers. Far from demanding lecturers change their practice, students appear to conform to fairly traditional pedagogies, albeit with minor uses of technology tools that deliver content. Despite both groups clearly using a rather limited range of technologies for learning, the results point to some age differences, with younger, engineering students making somewhat more active, albeit limited, use of tools than the older ones. The outcomes suggest that although the calls for radical transformations in educational approaches may be legitimate it would be misleading to ground the arguments for such change solely in students’ shifting expectations and patterns of learning and technology use

Towards a Design Theory of Usability and Generativity

Generativity is introduced and argued as essential as well as interdependent with usability in technology design. Where usability is well rooted in the design discourse, generativity, or how easy independent innovators can leverage on technology as a platform to develop new services and applications, has had little attention. We enquire into how the elements of usability and generativity are interrelated, how they contradict and how they can be combined. The mobile phone in general, as well as the Mobile Internet and iPhone in particular is used to illustrate our argument. We discuss different configurations of mobile phones, such as open, flexible and generative devices actively inviting and supporting free innovation and sophisticatedly designed appliances offering high quality services and superior usability. As an outcome of our discussion, we describe four different design approaches and ways to combine generativity and usability, and the properties of each of them

Evidence-informed regulatory practice: an adaptive response, 2005‑15

Overview: In this occasional paper, the ACMA reflects on its regulatory practice over the past 10 years; specifically, the role of research in evidence-informed decision-making and regulation. It looks at how the ACMA has used research in an environment of ongoing change to document and build evidence, inform public debate about regulation, and build capability among our stakeholders to make communications and media work in Australia’s national interest