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    Agricultural software : a case study of feed and animal information systems in the New Zealand dairy industry : a thesis presented in partial fulfilment of the requirements of a Masters of AgriCommerce at Massey University, Palmerston North, New Zealand
    (Massey University, 2017) Hammond, Hamish
    Every farmer utilises agricultural software, either directly or indirectly, as part of feed and animal information systems (IS) used for decision making and compliance on New Zealand (NZ) dairy farms. With continued development and availability of advanced information and communication technologies (ICT), more farmers are using software in their IS. This study investigates: how NZ dairy farmers use agricultural software in their feed and animal IS; the software attributes that influence the use and impact of these software; and, the drivers and inhibitors of software use and impact. A case study research approach was used to investigate these questions. Evidence was collected using semi-structured interviews with six NZ dairy farmers with farms of different scale and ownership structure, and with five commercial agricultural software providers. Results show that feed and animal IS are particularly useful for farmer decision making and compliance at the operational and tactical management levels, but also produce data and information critical for strategic management. The number of software products used and the degree of data and information collation in animal IS compared to feed IS are considerably different. Animal IS were streamlined, with data and information collected and collated together in a limited number of software with only one or two ‘focal’ software as the centrepiece of the IS. In contrast, feed IS were less streamlined, with data and information flowing into a number of different software. Six important software attributes that influence use and impact of software were identified by farmers and providers, with ‘simplicity’ and, 'integration with software and hardware’, the most highly recognised attributes. The delivery of software with these attributes was achieved by providers in a number of instances, however, other software failed to fully meet farmer needs. Organisational and people drivers/inhibitors had a greater effect on software use and impact than technological drivers/inhibitors indicating that these IS dimensions should be the focus of future improvements.
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    IT as a social and learning tool for international students : a case study in ICT education : a thesis presented in a partial fulfilment of the requirements for Masters of Information Science (IT) at Massey University, Auckland, New Zealand, in 2015
    (Massey University, 2015) Christian, Shelly
    Internationalisation of education industry has increased the international student intake amongst private and public funded education providers in western countries. However, international students face many challenges in different educational and societal settings of the host country. This study examines a case (PlayIT) which is a non-university education provider involved in the information and communication technology (ICT) education sector in Auckland, New Zealand. In the first stage, study has identified some of the learning and social issues faced by international students. Learning issues relate to understanding of the host country’s education framework structure and to application of subject related concepts to real world practice. Social issues relate to linguistic difficulties and cultural diversity in foreign countries. The first stage proposes to enhance the student’ socio-learning experience by using a game based learning (GBL) strategy aligned with the ICT course structure, to encourage student interactions by having more learning and social exchanges. In the second stage, GBL has been used alongside traditional teaching methods to engage students and to bring about active learning for a subject module in an introductory ICT course. A GBL approach has been applied to international students enrolled in an ICT course at PlayIT. The study has utilised a GBL approach to engage students in learning and enhance their programming skills sets. The study gives a detailed narrative of how an educational game were first mapped with the curriculum of a programming course, and then examines the socio-learning experience of two separate student cohorts pursuing an introductory ICT course who participated in this classroom game-based learning intervention. One student cohort had not yet started study of the programming module, while the second student cohort had recently completed the introductory module on programming. Effectiveness of GBL has been analysed through students' feedback and results of outcomes achieved in the final assessment of programming module. Findings reveal that educational games add to the fun element in learning, with students rating the game as an effective way to learn programming. The study contributes to ongoing development of innovative pedagogies in teaching and learning with use of gaming elements in ICT education.