Edgar Pacheco
Victoria University of Wellington, Information Systems, Department Member
- New Technologies, Internet Studies, New Media, The school to University transition, Disability, Digital Communication, and 9 moreCyberbullying, School Bullying and Cyberbullying Among Adolescents, Higher Education, Human Computer Interaction, Online Safety, Youth Culture, Youth Studies, Social Media, and Internet & Societyedit
- Edgar holds a PhD in Information Systems and a BA (Hons) in Public Policy from Victoria University of Wellington, New... moreEdgar holds a PhD in Information Systems and a BA (Hons) in Public Policy from Victoria University of Wellington, New Zealand. Edgar’s research interest is on the social, cultural and organisational impact of digital technologies. As a research analyst, he plans and implements Netsafe’s research in regard to online safety and digital risks, challenges and opportunities. Edgar has also conducted and published extensive research on new technologies in the context of higher education and disability.edit
About thirty years ago, when the Internet started to be commercialised, access to the medium became a topic of research and debate. Up-to-date evidence about key predictors, such as age, is crucial because of the Internet's ever-changing... more
About thirty years ago, when the Internet started to be commercialised, access to the medium became a topic of research and debate. Up-to-date evidence about key predictors, such as age, is crucial because of the Internet's ever-changing nature and the challenges associated with gaining access to it. This paper aims to give an overview of New Zealand's Internet access trends and how they relate to age. It is based on secondary analysis of data from a larger online panel survey with 1,001 adult respondents. The Chi-square test of independence and Cramer's V were used in the analysis. The study provides new evidence to understand the digital divide. Specifically, it uncovers a growing disparity in the quality of Internet connectivity. Even though fibre is the most common type of broadband connection at home, older adults are less likely to have it and more likely to use wireless broadband, which is a slower connection type. Additionally, a sizable majority of people in all age categories have favourable opinions on the Internet. Interestingly, this was more prevalent among older people, although they report an increased concern about the security of their personal information online. The implications of the results are discussed and some directions for future research are proposed.
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Research on transition to higher education and young people with disabilities has increased in recent years. However, there is still limited understanding of transition issues and how digital technologies, such as social media and mobile... more
Research on transition to higher education and young people with disabilities has increased in recent years. However, there is still limited understanding of transition issues and how digital technologies, such as social media and mobile devices, are used by this group of students to manage these issues. This article presents the findings of an empirical study that addressed this matter based on young people’s views and experiences. The qualitative study was conducted in the context of a group of students with vision impairments transitioning to a New Zealand university. The findings draw from observations, a researcher diary, focus groups, individual interviews, and data from social media. The study shows that, like their non-disabled peers, the students actively engaged with interactive and collaborative digital technologies to make sense, individually and collectively, of different transition issues before, during and after the first academic trimester of their university journey.
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While children’s experiences of online risks and harm is a growing area of research in New Zealand, public discussion on the matter has largely been informed by mainstream media’s fixation on the dangers of technology. At best, debate on... more
While children’s experiences of online risks and harm is a growing area of research in New Zealand, public discussion on the matter has largely been informed by mainstream media’s fixation on the dangers of technology. At best, debate on risks online has relied on overseas evidence. However, insights reflecting the New Zealand context and based on representative data are still needed to guide policy discussion, create awareness, and inform the implementation of prevention and support programmes for children. This research report presents findings from a quantitative study regarding different aspects related to risks and online safety. It looks at the online experiences that children find bothersome and upsetting and explores the hurtful behaviours they encounter or engage in, both online and in person. Evidence regarding exposure to different types of potentially harmful online content is also presented. Another relevant contribution is the insights related to excessive internet use.The findings presented in this report are based on data from 2,061 New Zealand children aged 9-17. We hope the findings will contribute to the development of policies, practices and services designed to support New Zealand children to safely take advantage of the opportunities available to them online.
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Government agencies in New Zealand are not required to systematically collect data on online hate speech, thus, there is a lack of longitudinal evidence regarding this phenomenon. This report presents trends in personal experiences of and... more
Government agencies in New Zealand are not required to systematically collect data on online hate speech, thus, there is a lack of longitudinal evidence regarding this phenomenon. This report presents trends in personal experiences of and exposure to online hate speech among adult New Zealanders based on nationally representative data. The findings from this study are also compared with results from a similar research study conducted in 2018. In addition, this report explores people’s perceptions about other issues related to hate speech. The goal of this study is to fill some knowledge gaps regarding the extent and nature of hate speech in New Zealand. It also seeks to provide reliable and robust evidence to inform public conversation on the topic and the implementation of strategies and activities to ensure all New Zealanders, no matter what their characteristics, are safe online to benefit from the multiple opportunities of the digital environment.
Research Interests: Religion, Information Technology, Hate Speech, Hate Crimes, Social Media, and 12 moreQuantitative Research, Cyberbullying, Survey Research, Minority Rights, The Internet, Online Harassment, New Zealand, Online Hate Groups, Freedom of Speech Vs Hate Speech, online abuse, Hate speech online, and Christchurch Mosque Shootings
While children’s interaction with digital technologies is a matter of interest around the world, evidence based on nationally representative data about how integrated these tools are in children’s everyday life is still limited in New... more
While children’s interaction with digital technologies is a matter of interest around the world, evidence based on nationally representative data about how integrated these tools are in children’s everyday life is still limited in New Zealand. This research report presents findings from a study that explores children’s internet access, online skills, practices, and opportunities. This report is part of Netsafe’s research project Ngā taiohi matihiko o Aotearoa - New Zealand Kids Online, and our first publication as a member of Global Kids Online.Generating insightful, reliable evidence about New Zealand children’s online experiences is vital to develop adequate support that reflects children’s experiences and needs. This,in turn,will help them to manage online risks and potential harm from behaviours such as cyberbullying, harassment, and other forms of abuse and intimidation.
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This research report presents findings about the extent and nature of digital self-harm among New Zealand teens. Digital self-harm is broadly defined here as the anonymous online posting or sharing of mean or negative online content about... more
This research report presents findings about the extent and nature of digital self-harm among New Zealand teens. Digital self-harm is broadly defined here as the anonymous online posting or sharing of mean or negative online content about oneself. The report centres on the prevalence of digital self-harm (or self-cyberbullying) among New Zealand teens (aged 13-17), the motivations, and outcomes related to engaging in this behaviour. The findings described in this report are representative of the teenage population of New Zealand by gender, ethnicity and age. Key findings are: Overall, 6% of New Zealand teens have anonymously posted mean or negative content online about themselves in the past year. Teenagers’ top reasons for this behaviour were: making a joke, wanting to show resilience, looking for friends’ sympathy, and seeking reassurance of friendship. By exploring the nature and extent of this behaviour, we are providing the online safety community, schools and parents with insights about a complex and, to some extent, hidden phenomenon involving New Zealand teens.
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This report presents findings from a larger quantitative study about New Zealand adults’ experiences of harmful digital communications. The report focuses on the prevalence of image-based sexual abuse (IBSA), and people’s attitudes... more
This report presents findings from a larger quantitative study about New Zealand adults’ experiences of harmful digital communications. The report focuses on the prevalence of image-based sexual abuse (IBSA), and people’s attitudes regarding different aspects of it. The findings described in this report are based on data collected from a nationally representative sample. We conducted a survey-based study with 1,001 adult New Zealanders. Fieldwork took place between 30 May and 1 July 2018. The objectives of the IBSA questionnaire were to gauge prevalence among adult New Zealanders: both self-reported personal experiences and involvement with this behaviour. It also sought to explore participants’ level of agreement with IBSA related issues. The margin of error for this study was +/- 3.1% at a 95% confidence level on total results. This study is the first of its kind conducted in New Zealand.
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This article introduces Transition 2.0, a paradigm shift designed to study and support students with disabilities' transition to higher education. Transition 2.0 is the result of a qualitative study about how a group of young people with... more
This article introduces Transition 2.0, a paradigm shift designed to study and support students with disabilities' transition to higher education. Transition 2.0 is the result of a qualitative study about how a group of young people with vision impairments used digital technologies for their transition to university. The findings draw from observations, a researcher diary, focus groups, individual interviews, and data from social media. The article discusses a conventional view of transition, referred to here as Transition 1.0, which has dominated disability-related research and service provision in higher education. It counters this view by further developing the conceptual framework for Transition 2.0. The findings expand current conceptual approaches to transition by incorporating in the analysis the role played by digital tools such as social media and mobile devices. They also provide a new lens through which to study and understand student engagement in higher education.
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Parents are key players in relation to the online safety of their children. However, while evidence shows that New Zealand teens regard their parents as the first line of support in dealing with online risks and challenges, parents seem... more
Parents are key players in relation to the online safety of their children. However, while evidence shows that New Zealand teens regard their parents as the first line of support in dealing with online risks and challenges, parents seem to underestimate or be unaware of the frequency of such risks. This report presents findings from a larger quantitative study about parenting, digital technologies and online risks. It focuses on parents and caregivers’ awareness and attitudes towards their child’s access and exposure to sexually explicit content, both deliberately and/or accidentally, in the prior year. We conducted a quantitative survey with parents/whānau (and caregivers) of children aged 9 to 17 years old. The study was conducted in New Zealand based on a nationally representative sample. Our findings show that parents’ main online concerns are their children sharing nudes of themselves, being treated in a hurtful way, and seeing sexually explicit content. Also, the study found that 1 in 5 parents said their children were exposed to sexually explicit content online in the prior year.
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Online hate speech has been a topic of public concern and research interest for some time. Initially the focus of this centred on the proliferation of online groups and websites promoting and distributing discriminatory content. Since the... more
Online hate speech has been a topic of public concern and research interest for some time. Initially the focus of this centred on the proliferation of online groups and websites promoting and distributing discriminatory content. Since the introduction of more interactive tools and platforms in the mid-2000s that enabled new and faster ways of disseminating content in a relatively anonymous fashion, concerns about online hate speech becoming a pervasive behavior have increased. Current research and analysis acknowledge the complex nature of online hate, the mediating role of technology and the influence of other contextual factors (e.g. social or political events). However, despite the growing attention on the topic, New Zealand-based research looking at personal experiences and/or exposure to online hate is surprisingly absent. This study seeks to address this gap. It builds on existing international research on young people’s experiences to explore those of the adult New Zealand population based on a nationally representative sample. The research instrument used for this study was an online survey conducted in June 2018. The maximum margin of error for the whole population is ±3.1% at the 95% confidence level. The sample is representative of the wider population on key demographics: age, gender, ethnicity, and location.
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This research-in-progress paper presents an outline of my research project. The purpose of the research project is to understand and explain how the process of transition to tertiary education among visually impaired students in New... more
This research-in-progress paper presents an outline of my research project. The purpose of the research project is to understand and explain how the process of transition to tertiary education among visually impaired students in New Zealand can be supported through the use of ...
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Research and practice about self-determination in the context of disability has centred on teaching skills and providing support to help people with impairments to be independent. However, limited research exists about the impact of... more
Research and practice about self-determination in the context of disability has centred on teaching skills and providing support to help people with impairments to be independent. However, limited research exists about the impact of Information and Communication Technologies, in particular social media and mobile devices, on the development of self-determination skills among people with disabilities. This paper presents the findings of a qualitative study which collected data from observations, a researcher diary, focus groups, individual interviews and data from social media. The focus of the study was on young people with vision impairments who were transitioning to university life. The study found that the participants developed self-determination skills by using and adapting collaborative and interactive online tools and mobile devices according to their transition needs. This finding expands the understanding of the implications of new technologies for young people with disabilities’ personal development and the enhancement of self-determination.
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This report presents the main findings of the 2017 APS. The APS is the first nationally representative study that looks at adult New Zealanders and digital communications in the context of the Act. Key aspects of the Act - such as the... more
This report presents the main findings of the 2017 APS. The APS is the first nationally representative study that looks at adult New Zealanders and digital communications in the context of the Act. Key aspects of
the Act - such as the communication principles - and key
internet safety concepts have informed the development of the research
instrument and the analysis of its findings. The study was planned and administered by Netsafe between February and September 2017. An online survey was conducted with a representative sample of 1,018 adult New Zealanders (aged 18+) between 30 May and 30 June 2017. The maximum margin of error for the whole population is ±3.1% at the 95% confidence level.
the Act - such as the communication principles - and key
internet safety concepts have informed the development of the research
instrument and the analysis of its findings. The study was planned and administered by Netsafe between February and September 2017. An online survey was conducted with a representative sample of 1,018 adult New Zealanders (aged 18+) between 30 May and 30 June 2017. The maximum margin of error for the whole population is ±3.1% at the 95% confidence level.
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The purpose of this report is to present the findings of the first quantitative study conducted in New Zealand about the sending, receiving, and requesting of nude or nearly nude images or videos through digital technology by young... more
The purpose of this report is to present the findings of the first quantitative study conducted in New Zealand about the sending, receiving, and requesting of nude or nearly nude images or videos through digital technology by young people. The study focused on teens aged 14-17 years old. Currently, public attention centres on the potential risks faced by young people sharing nude content online, and the apparent pervasiveness of this behaviour. However, statistical evidence explaining its extent among young people is non-existent. Arguably, this lack of reliable research about sexting contributes to the sense of alarmism in media coverage of the topic. This study helps to address this by undertaking a survey-based research project that collected data from a representative sample of New Zealand teens.
A copy of the report can be found here: https://www.netsafe.org.nz/wp-content/uploads/2017/12/SEXTING-NZ-Report-Dec-7-20173.pdf
A copy of the report can be found here: https://www.netsafe.org.nz/wp-content/uploads/2017/12/SEXTING-NZ-Report-Dec-7-20173.pdf
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The purpose of this factsheet is to present findings regarding New Zealand teens’ use, and attitudes towards, digital technologies and online safety. These findings are part of a larger quantitative study about experiences of risks and... more
The purpose of this factsheet is to present findings regarding New Zealand teens’ use, and attitudes towards, digital technologies and online safety. These findings are part of a larger quantitative study about experiences of risks and harm online. The study is led by Netsafe in partnership with the Ministry for Women.
The factsheet provides government agencies with evidence-based insights that can inform policy development and identify ways to help young New Zealanders manage their digital lives
The factsheet provides government agencies with evidence-based insights that can inform policy development and identify ways to help young New Zealanders manage their digital lives
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This factsheet is part of a larger quantitative research project exploring New Zealand teens’ experiences of digital risk and harm. It presents findings about the support sought by 14 to 17-year-olds who experienced unwanted digital... more
This factsheet is part of a larger quantitative research project exploring New Zealand teens’ experiences of digital risk and harm. It presents findings about the support sought by 14 to 17-year-olds who experienced unwanted digital communications in the prior year. More specifically, it reports on who they turned to for support, the reasons for their choice, and the perceived usefulness of any help they received. The findings highlight the important role that family (particularly parents) and close friends play in the actions teenagers take to cope with online incidents. This factsheet is for parents and educators who are seeking to better understand teens’ experiences of online risks and challenges, and to provide appropriate support to teens in their care. For service providers and government agencies these evidence-based insights can inform policy development and help to improve prevention and service delivery to young New Zealanders, so they can take advantage of new technologies while safely navigating the digital environment.
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This report presents the findings of a nationally representative study whose purpose was to explore the experiences, attitudes, and behaviours of New Zealand teens about digital communications including harm and/or distress. While there... more
This report presents the findings of a nationally representative study whose purpose was to explore the experiences, attitudes, and behaviours of New Zealand teens about digital communications including harm and/or distress.
While there is growing interest in examining young people’s experiences and use of digital technologies, including the challenges and risks teens face, evidence based on representative data in the New Zealand context has been unavailable. The study focuses on the prevalence of New Zealand teens' experiences with a range of unwanted digital communications in the previous year and the impact these experiences had on them, both emotionally and in carrying out everyday life activities.
It also describes teens’ responses, the effectiveness of their coping actions, and to whom they would turn for help in the future.
While there is growing interest in examining young people’s experiences and use of digital technologies, including the challenges and risks teens face, evidence based on representative data in the New Zealand context has been unavailable. The study focuses on the prevalence of New Zealand teens' experiences with a range of unwanted digital communications in the previous year and the impact these experiences had on them, both emotionally and in carrying out everyday life activities.
It also describes teens’ responses, the effectiveness of their coping actions, and to whom they would turn for help in the future.
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A growing number of young people with disabilities is pursuing university education. Available research on the impact of Information and Communication Technologies on this matter has mainly focused on assistive technologies and their... more
A growing number of young people with disabilities is pursuing university education. Available research on the impact of Information and Communication Technologies on this matter has mainly focused on assistive technologies and their compensatory role for the adjustment of this group of students to the tertiary setting. However, limited research has looked at the role played by digital technologies such as social media and mobile devices in the transition to university, a critical period of change for all students but more challenging for those with impairments. This paper presents the findings of an empirical study that investigated the experiences of students with vision impairments aged 18 to 24 who were transitioning to a New Zealand university. The findings draw from observations, a researcher diary, focus groups, individual interviews, and data from social media. The study found that new technologies play several enabling roles that help students to manage diverse transition challenges. These roles not only include aspects such as impairment compensation, communication, information, and learning but also support arrangement, collaboration, and social connection and participation. By incorporating in the analysis the potential of digital tools, the article updates and expands the understanding of the role of ICTs in higher education from experiences and views of young people with vision impairments.
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A growing number of young people with disabilities is pursuing university education. Available research on the impact of Information and Communication Technologies on this matter has mainly focused on assistive technologies and their... more
A growing number of young people with disabilities is pursuing university education. Available research on the impact of Information and Communication Technologies on this matter has mainly focused on assistive technologies and their compensatory role for the adjustment of this group of students to the tertiary setting. However, limited research has looked at the role played by digital technologies such as social media and mobile devices in the transition to university, a critical period of change for all students but more challenging for those with impairments. This paper presents the findings of an empirical study that investigated the experiences of students with vision impairments aged 18 to 24 who were transitioning to a New Zealand university. The findings draw from observations, a researcher diary, focus groups, individual interviews, and data from social media. The study found that new technologies play several enabling roles that help students to manage diverse transition challenges. These roles not only include aspects such as impairment compensation, communication, information, and learning but also support arrangement, collaboration, and social connection and participation. By incorporating in the analysis the potential of digital tools, the article updates and expands the understanding of the role of ICTs in higher education from experiences and views of young people with vision impairments.
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The transition to university is a crucial process in the lives of young people who pursue tertiary education. It can be a stressful experience for all students in general but it is especially challenging for those with disabilities. In... more
The transition to university is a crucial process in the lives of young people who pursue tertiary education. It can be a stressful experience for all students in general but it is especially challenging for those with disabilities. In recent years the number of students with disabilities enrolled in tertiary institutions has grown steadily. Also, the transition to university has become a topic of interest for policy makers and scholars around the world. However, there is still limited research about the transition to university for students with disabilities and the issues they face when they start their university journey. Additionally, very little research has examined the role of Information and Communications Technologies (ICTs) in supporting their transition experience. This research focuses on students with vision impairments, one of the disability groups who have been less studied in academia, and seeks to answer two research questions. First, what are the factors that influence students with vision impairments’experiences of the transition process to university education? Second, how are ICTs used to support this process? The research participants, aged 18 to 24 years old, were all undergraduate students enrolled at Victoria University of Wellington. Data was collected over a year and a half through observations, a researcher diary, individual interviews, social media and focus group meetings. Action research (AR) was the research method used in this qualitative and inductive study. The AR intervention included organising informal face-to-face support group discussions with the participants at different periods of their first trimester at university and setting up a website and a social media group page. The research findings have significant contributions for knowledge and practice. It was found that students with vision impairments are able to develop self-determination skills as they are using and adapting ICTs creatively and innovatively in order to make sense of their transition. This group of students not only use these tools in compensating for their vision impairment but also to interact and collaborate with their peers. This research has also identified five overlapping transition stages: Exploring, Discovering, Coping with, Readjusting and Settling in. Similarly, it includes a description of different transition issues (e.g. academic system, social connections, and financial matters) that have a positive and/or negative impact on the transition experience. Likewise, the findings show that ICTs play a role in the transition to university and that this role varies depending on the transition stage, the transition issues the students with vision impairments deal with and their personal needs. To a large extent, ICTs are embedded in the everyday activities of the students with vision impairments. In addition to using adaptive technologies, they have already incorporated other tools, such as Web 2.0 (e.g. Facebook), and portable devices (e.g. smartphones), and use them for their university activities and transition experience. In this respect, this research suggests rethinking transition in terms of the idea of Transition 2.0, a concept that describes the current escenario of transition to university for students with vision impairments. This study represents a significant contribution from the field of information systems (IS) to research areas such as disability and tertiary education.
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Research Interests: Religion, Psychology, Information Technology, Philosophy, Perception, and 15 moreHate Speech, Hate Crimes, Social Media, Quantitative Research, Cyberbullying, Conversation, Minority Rights, Online Harassment, Hate crime, New Zealand, Online Hate Groups, Freedom of Speech Vs Hate Speech, online abuse, Hate speech online, and Christchurch Mosque Shootings
Research Interests: Business and The Internet
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Research Interests: Human Computer Interaction, Information Technology, Education, Digital Media, Political Science, and 15 moreICT in Education, Social Media, Cyberbullying, Secondary Education, Adolescent, Quantitative, Digital Technologies, Digital Communications, Social Science Research Network, ICTs, New Zealand, Harm, Ethnic Group, Online Safety, and Internet
Research Interests: Psychology, Education, Digital Media, Public Relations, Social Media, and 15 moreICT, Quantitative Research, Cyberbullying, Secondary Education, Digital Communications, Schools, Peer Support, Parents, Harm, Online Safety, Parental Mediation, Service Provider, Online Child Safety, Internet, and service Business
Research Interests: Sociology, Education, Youth Studies, Digital Media, Cyberbullying, and 14 moreSecondary Education, Young People, The Internet, Harm Reduction, Safety, Online Media, Social Science Research Network, Teens, New Zealand, Online Environments, Harm, High School Students, School Bullying and Cyberbullying Among Adolescents, and Social Media Use
Research Interests: Psychology, Philosophy, Information Communication Technology, Hate Speech, Social Media, and 13 moreQuantitative Research, Survey Research, The Internet, Population, Demographics, Social Science Research Network, Hate crime, New Zealand, Cyberhate, Ethnic Group, Online extremism, Online victimization, and hate speech exposure
Research Interests: Sociology, Human Computer Interaction, Philosophy, Education, Social Media, and 15 moreSecondary Education, Adolescent, Digital Communications, New Technologies, Social Science Research Network, ICTs, Sexting, Christian Ministry, Mobile Devices, Cybersafety, Harm, Online Safety, Sexting and Young People, Online Child Safety, and Internet
Research Interests: Psychology, Philosophy, Higher Education, Successful High School To College Transition For Students At Risk Of Dropping Out, Social Media, and 10 moreQualitative Research, New Communication Technologies, Young People, Transition, Library and Information Studies, Information and Communications Technology, Focus Group, Young Adult, Self Determination, and Communication and media Studies
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Research Interests: Sociology, Psychology, Philosophy, Perception, Internet Studies, and 14 morePublic Relations, Social Media, Quantitative Methods, Cyberbullying, Survey Research, Youth, Online Harassment, Social Science Research Network, Teens, New Zealand, Harm, Aotearoa, Mainstream, and School Bullying and Cyberbullying Among Adolescents
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Research Interests: Psychology, Computer Science, Philosophy, Disability Studies, Higher Education, and 11 moreSocial Media, The Internet, Disability, Social Science Research Network, Computer Architecture and Operating Systems, Student retention, ICTs, Young Adults, Information and Communications Technology, Focus Group, and Mobile Devices
This research report presents findings about the extent and nature of digital self-harm among New Zealand teens. Digital self-harm is broadly defined here as the anonymous online posting or sharing of mean or negative online content about... more
This research report presents findings about the extent and nature of digital self-harm among New Zealand teens. Digital self-harm is broadly defined here as the anonymous online posting or sharing of mean or negative online content about oneself. The report centres on the prevalence of digital self-harm (or self-cyberbullying) among New Zealand teens (aged 13-17), the motivations, and outcomes related to engaging in this behaviour. The findings described in this report are representative of the teenage population of New Zealand by gender, ethnicity and age. Key findings are: Overall, 6% of New Zealand teens have anonymously posted mean or negative content online about themselves in the past year. Teenagers' top reasons for this behaviour were: making a joke, wanting to show resilience, looking for friends' sympathy, and seeking reassurance of friendship. By exploring the nature and extent of this behaviour, we are providing the online safety community, schools and parents w...
To explore social media use in New Zealand, a sample of 1001 adults aged 18 and over were surveyed in November 2021. Participants were asked about the frequency of their use of different social media platforms (text message included).... more
To explore social media use in New Zealand, a sample of 1001 adults aged 18 and over were surveyed in November 2021. Participants were asked about the frequency of their use of different social media platforms (text message included). This report describes how often each of the nine social media sites and apps covered in the survey are used individually on a daily basis. Differences based on key demographics, i.e., age and gender, are tested for statistical significance, and findings summarised.
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To explore social media use in New Zealand, a sample of 1001 adults aged 18 and over were surveyed in November 2021. Participants were asked about the frequency of their use of different social media platforms (text message included).... more
To explore social media use in New Zealand, a sample of 1001 adults aged 18 and over were surveyed in November 2021. Participants were asked about the frequency of their use of different social media platforms (text message included). This report describes how often each of the nine social media sites and apps covered in the survey are used individually on a daily basis. Differences based on key demographics, i.e., age and gender, are tested for statistical significance, and findings summarised.
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While children's interaction with digital technologies is a matter of interest around the world, evidence based on nationally representative data about how integrated these tools are in children's everyday life is still limited in... more
While children's interaction with digital technologies is a matter of interest around the world, evidence based on nationally representative data about how integrated these tools are in children's everyday life is still limited in New Zealand. This research report presents findings from a study that explores children's internet access, online skills, practices, and opportunities. This report is part of Netsafe's research project Ngā taiohi matihiko o Aotearoa - New Zealand Kids Online, and our first publication as a member of Global Kids Online. Generating insightful, reliable evidence about New Zealand children's online experiences is vital to develop adequate support that reflects children's experiences and needs. This, in turn, will help them to manage online risks and potential harm from behaviours such as cyberbullying, harassment, and other forms of abuse and intimidation.
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While children’s experiences of online risks and harm is a growing area of research in New Zealand, public discussion on the matter has largely been informed by mainstream media’s fixation on the dangers of technology. At best, debate on... more
While children’s experiences of online risks and harm is a growing area of research in New Zealand, public discussion on the matter has largely been informed by mainstream media’s fixation on the dangers of technology. At best, debate on risks online has relied on overseas evidence. However, insights reflecting the New Zealand context and based on representative data are still needed to guide policy discussion, create awareness, and inform the implementation of prevention and support programmes for children. This research report presents findings from a quantitative study regarding different aspects related to risks and online safety. It looks at the online experiences that children find bothersome and upsetting and explores the hurtful behaviours they encounter or engage in, both online and in person. Evidence regarding exposure to different types of potentially harmful online content is also presented. Another relevant contribution is the insights related to excessive internet use...
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Government agencies in New Zealand are not required to systematically collect data on online hate speech, thus, there is a lack of longitudinal evidence regarding this phenomenon. This report presents trends in personal experiences of and... more
Government agencies in New Zealand are not required to systematically collect data on online hate speech, thus, there is a lack of longitudinal evidence regarding this phenomenon. This report presents trends in personal experiences of and exposure to online hate speech among adult New Zealanders based on nationally representative data. The findings from this study are also compared with results from a similar research study conducted in 2018. In addition, this report explores people’s perceptions about other issues related to hate speech. The goal of this study is to fill some knowledge gaps regarding the extent and nature of hate speech in New Zealand. It also seeks to provide reliable and robust evidence to inform public conversation on the topic and the implementation of strategies and activities to ensure all New Zealanders, no matter what their characteristics, are safe online to benefit from the multiple opportunities of the digital environment.
Research Interests: Religion, Psychology, Information Technology, Hate Speech, Hate Crimes, and 14 moreSocial Media, Quantitative Research, Cyberbullying, Survey Research, Minority Rights, The Internet, Online Harassment, Social Science Research Network, New Zealand, Online Hate Groups, Freedom of Speech Vs Hate Speech, online abuse, Hate speech online, and Christchurch Mosque Shootings
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Research Interests: Psychology, Higher Education, Successful High School To College Transition For Students At Risk Of Dropping Out, Social Media, New Communication Technologies, and 7 moreYoung People, Transition, Library and Information Studies, Young Adult, Self Determination, Communication and media Studies, and Routledge
This research-in-progress paper presents an outline of my research project. The purpose of the research project is to understand and explain how the process of transition to tertiary education among visually impaired students in New... more
This research-in-progress paper presents an outline of my research project. The purpose of the research project is to understand and explain how the process of transition to tertiary education among visually impaired students in New Zealand can be supported through the use of ...
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This factsheet presents findings from a quantitative study looking at adults’ experiences of sending and sharing potentially harmful digital communications in New Zealand. Typically research into harmful digital communications focuses on... more
This factsheet presents findings from a quantitative study looking at adults’ experiences of sending and sharing potentially harmful digital communications in New Zealand. Typically research into harmful digital communications focuses on the experiences of those on the receiving end – the victims. However, to better address the distress and harm caused, information is needed about the people sending and sharing potentially harmful messages and posts. In this study we asked adult New Zealanders whether they had sent potentially harmful digital communications in the previous year and if so, how often they had done this, who they were sent to, the channel(s) they used, and the reason for doing this.