Digital Australia 2014

This report examines the role interactive entertainment plays in Australian households. Foreword We began national studies of computer game audiences in 2005 to widen the conversation about games and tackle stereotypes that prevented an understanding in the wider community that computer games were a popular medium that had become not only normalised, but a medium valued by Australians of all ages. Rather than challenge negative stereotypes about games with rhetoric, we provided quantitative empirical data using established social and market research practice – something that had not been available for Australia’s journalists and policy-makers who relied on overseas data. Over the five Australian studies since 2005, we documented the ascendency of computer and video games to centre stage in media culture. Game Play Australia 2005 conveyed the reality that Australia is a nation of game-lovers who enjoy playing games on a sporting field and on the screen. In 2005: 76% of households had a device for playing games and PCs dominated consoles, 38% of gamers were female and the average age was 24, Less than an hour was the play duration and twice a week was the frequency 49% of households had broadband connections, 35% played games online, 66% of parents played video games, 88% said Australia should have an R18+ for games, and 68% said classification information was very influential when choosing games for their children. Interactive Australia 2007 and 2009 illustrated the growing ability of games to foster social interaction. Moreover, games consoles and the Internet had matured and grown in popularity. By 2009: 88% of households had a device for playing games and consoles took the lead from PCs, 46% of gamers were female and the average age was 30, An hour was the play duration and every other day was the frequency, 81% of households had broadband connections, 48% played games online, 70% of parents played games, 60% of households were home to 2 or more players, 91% said Australia should have an R18+ for games, and 46% said classification information was very influential when choosing games for their children. Digital Australia 2012 illustrated the rapid maturation of digital media and more avenues for game experiences to anyone who wanted to play. By 2012: 92% of households had a device for playing games and consoles lead and phones outflanked handhelds, 47% of gamers were female and the average age was 32, An hour was the play duration and every other day was the frequency, 83% of parents played games, 70% of households were home to 2 or more players, and 41% said classification information was very influential when choosing games for their children. Digital Australia 2014 completes this phase of reports on computer games and Australians. The profile of the gamer and the gaming household is nearly synonymous with the profile of the typical Australian and Australian household. It demonstrates that multiple screens and game devices are commonplace and that games have expanded from the loungeroom to the pocket, played frequently and for longer durations. It suggests that the moral panic over established media like music, films, television and games is now moving to social media and the Internet. Adult gamers have formed great memories over the years of family time, characters, story, play and interaction from a medium that has emerged from its adolescence.   Authored by Jeffrey E. Brand, Pascaline Lorentz, and Trishita Mathew

Digital New Zealand 2014

This report presents data on the lifestyles, habits, attitudes and demographics of New Zealanders who play computer and video games, as well as how New Zealanders are consuming interactive games in conjunction with other digital technologies. The report was commissioned from Bond University by the Interactive Games & Entertainment Association (IGEA)

Work Motivation, Personality, and Culture: Comparing Australia and India

The influences of motivation and personality in relation to performance have been examined extensively in the research literature, but there has been only limited attention given to the influence of these facets on performance across cultures. There is an increasing use of international resources and alliances aimed at better economic management in many global companies, but more needs to be known about how cultural issues are related to individual motivation, personality and perceptions of performance. Moreover, there are several theories of motivation, but the transferability of these theories to different cultures has been questioned. Thus, a model of motivation, personality characteristics and cultural differences influencing performance is proposed and will be tested in a cross-cultural comparison. Specifically, motivational influences, personality characteristics and cultural differences in Australia and India will be examined in relation to performance in two contexts, the first, in the educational setting dealing with students and their attitudes and approaches, and the second, in the workplace setting dealing with workers in their attitudes and approaches. It is hoped the findings will have both theoretical implications for the model of motivation-personality-culture- performance and practical implications for selection, training, development and compensation in dealing with a global workforce. The current paper reports the main basis for the research to come, outlining the importance of understanding the India-Australia similarities and differences in personality and motivation, and indicates what the implications for cross-cultural relationships are

iwant does not equal iwill: correlates of mobile learning with ipads, e-textbooks, blackboard mobile learn and a blended learning experience

This research tested the efficacy of a blended learning iteration with iPad tablet computers, an etextbook and Blackboard's Mobile Learn application connected with a learning management system (LMS). Mobile learning was embedded into the pedagogical design of an undergraduate subject run in two semesters with 135 students. Using design-based research (DBR), an empirical investigation examined four variables including: iPad use; mobile technology use; attitude, including the unified theory of acceptance and use of technology (UTAUT) scale; and academic performance. Quantitative analysis with PASW Statistics included descriptive, scaling, correlations, partial correlations and ANCOVAs. Results suggested that students were positive about mobile learning, but were unconvinced that it made a difference to their learning. Performance variables demonstrated that age and self-managed learning attitudes were important covariates with academic success, and mobile learning per se was important but not independent from curriculum design and student engagement IMS, Learning Tools Interoperability, LTI, learning application, innovation, community of enquiry. © 2011 Jeffrey E. Brand, Shelley Kinash, Trishita Mathew & Ron Kordyban

Challenging mobile learning discourse through research: student perceptions of Blackboard Mobile Learn and iPad

Many university academics disagree with the rationale that we should pursue mobile learning because 21st century students are apparently demanding it. We argue that the only defensible rationale for making mobile learning part of pedagogy is because it enhances student learning. This presentation shares results from research with 135 students engaged in mobile learning over two semesters. It addresses the question of whether Blackboard Mobile Learn made a perceived difference to their learning. Results revealed that in-class, students used their mobile devices for Blackboard Mobile Learn to the same extent as they used them for searching the web for study, accessing university web pages, email and making Facebook posts, but less than they used them for browsing the web for pleasure and Facebook reading. The majority of students were neutral when asked if they prefer Mobile Learn over PC access to Blackboard. Students were likewise neutral when asked whether they perceived iPads to improve their learning. There was higher frequency agreement that using iPads motivated them to learn. Qualitative feedback from focus groups was mixed, but largely positive. The overall interpretation was that it is a matter of course that students would access their subject site via mobile devices

University student experiences of mobile learning: one year beyond commencement

Mobile learning was an embedded component in the pedagogical design of an innovative undergraduate course, Digital Media and Society. This paper reports the experiences and perceptions of 189 students over three semesters in 2010 and 2011. Students were given the option of using their own devices or a university loaned iPad. The iPads were loaded with an electronic textbook and a mobile application of the learning management system. Feedback from students on mobility and the electronic text was positive and optimistic overall. However, the majority of these students were not convinced that the trial made a difference to their learning