INTERACTIVE NEW ZEALAND 2010

Transcription

1 INTERACTIVE NEW ZEALAND REPORT National Research prepared by Bond University for the Interactive Games and Entertainment Association

2 Interactive Games & Entertainment Association This report is protected by copyright. Apart from any use as permitted under the Copyright Act, 1968, and those explicitly granted below, all other rights are reserved. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivativeWorks 3.0 Australia licence (the Licence) A copy of the commons Deed (human-readable summary) of this license is provided on the back cover page. To view a copy of the full licence, visit or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California 94105, USA. Any of the above conditions can be waived if you get permission. Requests for permission (or other inquiries about the Licence) should be addressed to: Interactive Games & Entertainment Association Suite 145 National Innovation Centre Australian Technology Park 4 Cornwallis Street Eveleigh NSW info@igea.net Authors: Dr Jeffrey E. Brand, PhD Published by: The Centre for New Media Research Bond University Gold Coast QLD INZ10 Interactive New Zealand 2010

3 INZ10 INTERACTIVE NEW ZEALAND 2010 WHAT NEW ZEALANDERS THINK I think [video games] are the modern way of playing board games. Graphics on some of the games is fantastic. Female, 51, Non-parent, Gamer, Otago It's definitely an incorrect generalisation to say that video games encourage violence; they, at most, only highlight one's violent nature. I think generally video games have a positive impact on society as the escapism they offer can be very therapeutic by alleviating stress, anxiety and boredom. Male, 20, Non-parent, Gamer, Auckland Region Games are about things you can't do in real life. Female, 18, Non-parent, Gamer, Canterbury 'Some of the more extreme games may encourage people s natural tendencies [to violence] but I feel that it is a small aspect of the whole situation and that games have positive input in other areas, moderation and good interpersonal skills are important. Male, 36, Parent, Gamer, Waikato Region Games are really innovative and can keep your brain active for hours. Female, 48, Non-parent, Gamer, Otago I think games are a valid art form like any other media. And the industry is growing and changing rapidly, games are a big part of our lives now. Interactive media is very diverse, and nowadays there's a game to suit everybody's tastes. Male, 21, Non-parent, Gamer, Wellington Region Page 2

4 Executive summary Purpose Interactive New Zealand 2010 (INZ10) provides data on who is playing games in New Zealand, their game play behaviours, the importance of games in the family, the role of online access in game purchasing and play, and how gamers compare with non-gamers on key demographics and attitudes toward games. Issues of importance to the business and regulation of games is also documented in this research, particularly classification and piracy. Additional data from GfK OzToys, an international market research company that collects point-of-sale data in New Zealand, provides games market information and data from the New Zealand Classification Board has been included to provide information about classification of computer and video games. In this report, the terms computer games, video games, and games are used interchangeably for expressive variety unless specific reference is made to PC games as computer games or console games as video games to differentiate these for analysis. This research is the fourth study of its kind in Oceania since 2005 including three previously published studies: GamePlay Australia 2005, Interactive Australia 2007 and Interactive Australia 2009, each including over 1,600 households. It represents a vital missing piece to the puzzle of computer game play in Oceania by rounding out our understanding of game play here and adding to research conducted in North America and Europe on game play there. Slowly, a picture is emerging of computer games and their audiences that quite clearly indicates games are a mainstream medium with an audience of primarily adults. Methods INZ10 is based on a national random sample of 1,202 households in which as many adults responded to more than 75 questions providing over 300 data points in a 15-minute online survey fielded by Nielsen Research in May Multiple units of analysis are documented in the study: the household (n=1,202), and all individuals within these households (n=3,386); this includes participant adult from households without a game device (n=145). Of the 3,386 individuals studied, 1,958 (58%) were identified as gamers (simply, yes or no, did they play computer games). Therefore, 1,428 individuals studied in this research identified themselves as non-gamers.!"#$%$&'(#$)*+#,-+-&,.)#.%''-.$-/#*"0%,1&$*%"#&2%3$## 4(565#)%3+-)%'/+#&"/#7(789#*"/*:*/3&'+## %0#;)%1#4(<=8#>=8?@#*/-"$*0*-/#&+#A&1-,+B# Page 3

5 GAME HOUSEHOLDS MAJOR FINDINGS In 2010, 88.5% of New Zealand households have a device for playing computer games. All homes with children under the age of 18 years have a device for playing computer games. Of all NZ households, 31% have one device, 27% have two devices and 30% have three or more devices. The majority of gaming devices are PCs (47%) followed by consoles (41%) and handhelds (11%). Across New Zealand, PCs are in 82% of game households, consoles in 69%. 67% of game households are home to two or more gamers. Among all media used in New Zealand households, the Internet is now the preferred medium for entertainment and leisure. New Zealand gamers and non-gamers similarly enjoy dining, shopping, family time, socialising and gardening among many leisure activities. The Internet, television and books continue to dominate preferred media activities, though playing video games is on par with more established media activities. PLAYERS The average age of computer game players in New Zealand is 33 years. Non-gamers are 40 years old, on average. According to Statistics New Zealand, the average age of all New Zealanders is 36 years. Females make up 44% and males 56% of the population of New Zealanders who play games. The oldest gamer in this study was 85 years of age. The youngest gamers in the study were 3 years of age. 91% of New Zealanders aged 6 to 15 years compared with 43% of those over the age of 50 years play video games. 78% of gamers in New Zealand are aged 18 years or older. Gamers and non-gamers share similar education, employment and household income profiles. Gamers are represented in every family role from child to sibling, to parent and housemate. The average New Zealand gamer has been playing for 12 years. Most gamers play for fun and relaxation. More than half of all gamers play either daily or every other day. Daily gamers are represented equally by males and females. Different age groups have similar play frequencies. Page 4

6 Playing habits are moderate with 60% playing for up to an hour at one time and only 4% play for five or more hours in one sitting, demonstrating moderate play habits. Males play for slightly longer than females but trend similarly. Different age groups trend similarly with a predominance of game play lasting between half an hour and two hours. Females are more heavy consumers of puzzle, board/card, family and educational games. Males are more heavy consumers of action, strategy, racing, FPS, adventure, RPG and fighting games. Both sexes are represented near equally in their use of adventure and simulation games. Younger gamers, particularly those aged 25 and under, are heavier consumers of action, racing, adventure and sport games. Older gamers, particularly those aged over 50, are more heavy consumers of strategy, puzzle, and board or card games. FPS (First Person Shooters), RPG (Role Playing Games) and MMO (Massively Multiplayer Online) games (the acronym cluster) and simulators are go-between genres that are dominated by adult gamers. As many as 46% of gamers play online and 59% with others in the same room. The pattern of media leisure among gamers and non-gamers makes clear that computer games do not compete with non-media and outdoor activities. Instead, they compete with older media. Gamers and non-gamers are similar in their use of the Internet, however, gamers take more advantage of the Web 2.0 functions. FAMILY 36% of participants said they were parents of children under the age of 18 who were living with them and all of these were in game households. 63% of parents play computer games. 59% play games with their children to spend time with them. 64% use computer games to help educate their children. Over 80% said games were useful for learning about technology, maths, planning, science and for developing general intelligence. Parents who play computer games themselves more actively use computer games as a tool for parenting. CLASSIFICATION 85% of New Zealand adults (including those who play computer games AND those who do not) think that New Zealand and Australia should have the same classifications for games. Only 5% of adults say the classification marking has no influence on their purchase of a game for a child, but 45% say classification has no influence when a game is purchased for an adult. Page 5

7 82% of parents say an adult is present when games are purchased for their children. 95% of parents say they are aware of the games that are played in their homes. PIRACY In a New Zealand gaming household s library, 1 in 23 games is pirated. Price is cited as a factor leading to use of pirated games. 41% of pirated games in New Zealand come from copies made by family or friends. ATTITUDES Most attitudes toward computer games are positive. Between 71% and 86% say games are mentally stimulating, contribute to culture, reduce stress and are educational. Non-gamers are less optimistic than gamers about the effects of interactivity on media experiences. Enhancing violence is the number one effect of interactivity for non-gamers whereas it ranks 7 th for gamers among a list of 11 effects. 71% of gamers say interactivity in games makes them more educational than other media. INDUSTRY AND FUTURE The New Zealand computer games industry is growing at an annualised rate of more than 12% and conducted over $170 million in 2009 according to GfK OzToys point of sale data. 60% of New Zealanders mainly purchase games new from a local retailer. Gamers recognise the value of their entertainment investment. When they complete a game, 64% add the game to their library. Family and action games account for nearly 40% of all game software sold in Console games accounted for 81% of all game software unit sales in Page 6

8 MAIN MENU! Level 1. Game Households...8! Level 2. Players...14! Level 3. Family...34! Level 4. Classification...38! Level 5. Piracy...43! Level 6. Attitudes...47! Level 7. Industry and Future...50! Level 8. Methods...54! Bonus Level. About...56! Page 7

9 Level 1. Game Households Stage 1. Introduction Game Nation: New Zealand is a nation that enjoys video games and the vast majority of New Zealanders live in a household with at least one device used for playing games. By mid-2010, 88.5% of NZ households had a game device (Figure 1), whether it be computer, console or handheld. Mobile phones and PDAs were not included in the definition of a game household in Figure 1. FIGURE % OF ALL NEW ZEALAND HOUSEHOLDS HAVE A PC OR CONSOLE FOR PLAYING GAMES +,!"#$%&! --()*! "#$%&! ''()*! When phones and PDAs are added to the devices that define a game household, the proportion of NZ homes with at least one game device increases to 92%. All homes with children aged under18 years had at least one game device. C''#)%1-+#;*$)#.)*'/,-"#&A-/#3"/-,#48#D-&,+## )&/#&$#'-&+$#%"-#A&1-#/-:*.-B# Considering the 88.5% of homes with a PC, console, or handheld, 31% have one device, 27% have two and 30% have three or more (Figure 2). Page 8

10 FIGURE 2 MOST HOUSEHOLDS HAVE MORE THAN ONE GAME DEVICE 1.*! 0-*! 0.*! /2*! /.*! -/*! -)*! -.*! '*! 1*! /*! -*!.*! Stage 2. Game Devices Personal computers remain the most common platform on which computer and video games are played in New Zealand with 47% of all game devices being personal computers. Consoles now account for 42% of the share of the install-base when combined as a group with handheld devices the smallest group with 11% of the total (Figure 3). FIGURE 3 MOST GAME DEVICES ARE PERSONAL COMPUTERS 11% Handhelds 47% PCs 42% Consoles Page 9

11 ...computers are the way of the future, games are important to learn how to use/manipulate computers. Female, 30, Parent, Non-gamer, Auckland PCs are in 82% of game households in New Zealand and consoles in 69%. Individual consoles dominate next starting with the PlayStation2 in 23% of homes (Figure 4) and therefore make up a large proportion of all consoles used. Note that most households have more than one device and the figure below therefore adds up to more than 100%. FIGURE 4 PCS DOMINATE YET NEARLY AS MANY CONSOLES ARE USED -..*! 4.*! '.*! 2.*! 3.*! ).*! 1.*! '/*! 34*! 0.*! /0*! /.*! -.*!.*! -/*! -.*! 4*! '*! 2*! 2*! 3*! 1*! -*! That video games are part of a normal media mix in households around the world is now well established. Indeed, among a range of media used in leisure, video games are often selected. Personally I don't play games, but they have their place. The kids grew up playing games and they learnt a lot I think. Female, 41, Parent, Non-gamer, Canterbury Page 10

12 Stage 3. Media Habits The patterns of media habits demonstrate that whilst video games feature in nearly all homes across New Zealand, they are not yet installed in the same proportions as traditional media like television, radio and recorded music. In homes where games are played, the level of engagement they require means they are not yet the default choice for people who want to switch on media. Thus, as a first or second preferred activity, video games are behind using the Internet, reading a book and watching television. Figure 5 combines all the answers given by all participants in the study for their top five media preferences. Thus, this figure shows the place of games in relation to other media for all participants. The Internet has usurped television and print at the top position as a medium of choice for New Zealanders, followed by books and free-to-air and pay television. Watching DVDs is the next most preferred media activity followed by listening to music and the radio. Movie-going and reading magazines playing computer games and engaging in other media habits round out the list. FIGURE 5 THE INTERNET REIGNS SUPREME, BUT COMPUTER GAMES ARE ON THE RISE -/..! --..! -...! 4..! '..! -/1! -)-! 5#67%8!)9:! 5#67%8!19:! 5#67%8!0;8! 5#67%8!/68! 2..! -))! -0.! --0! 3..! )..! 1..! 0..! /..! -..!.! /)-! 0)-! -/1! -0/! -0'! //0! -/.! --1! -2/! -43! -/-! -)3! -3.! -1)! 22! --4! -0)! --2! -./! 3/! -.'! --0! -01! 42! )2! --2! -.2! -0-! '2! 33! -1-! 4)! 22! )1! )4! --)! -.-! -..! '.! /3! 24! 22! 2-! 3.! ))! Page 11

13 Stage 4. Non-media Leisure Habits Regardless of whether they played video games, all participants in the study were also asked what other activities they engage in for leisure (Figure 6). This question reveals that getting out and socialising are top non-media leisure choices of New Zealanders. Among the options given to them, participants nominated as their top preference enjoying a meal with family or friends. Allowed to rank up to five activities, participants ranked shopping second after dining among first preferences. Playing with children or pets, going to cafes and pubs, and exercising round out the top five. FIGURE 6 GETTING OUT AND BEING SOCIAL ARE TOP NON-MEDIA ACTIVITIES OF NEW ZEALANDERS -...! 4..! '..! -/4! 2..! 3..! )..! 1..! -3/! -34! -/'! -0)! )3! '.! -.)! '4! ')! 5#67%8!)9:! 5#67%8!19:! 5#67%8!0;8! 5#67%8!/68! 5#67%8!-&9! 0..! /..! -..!.! -''! //)! -03! --'! 2'! 40! --/! -3/! -.)! -0/! 4-! 2.! 22! ')! -.)! -.2! ''! 2'! 43! 4-! 4)! -.0! 2.! 3'! 12! )4! 3.! 21! 2/! 22! '2! ))! 2.! 02! /4! 0-! 0'! ).! 3)! 41! 1'! ).! 1'! )'! 21! '/! 32! 1)! )/!-4! )1! )4! 1.! 1)! /-! )2! )-! ))! 0-! Page 12

14 Stage 6. Conclusions 88.5% Game Households In 2010, almost all New Zealand households have a device for playing computer games. Of 88.5% of households that have them, more than 55% have two or more game devices. The majority of gaming devices are PCs. Traditional media still dominate media activities, though playing video games are as common as more established media activities. Page 13

15 Level 2. Players Stage 1. Introduction Like the national census, this research attempted to drill down into the complete household and identify all individuals in the home. Unlike many studies, however, this research often compares gamers with non-gamers. With this study, we are able to demonstrate that playing computer games does not make a person categorically different from someone who does not play them, except for the interest in interactive entertainment. The first comparison we can make between gamers and nongamers is age. I love [video games], couldn't do without them. They help you 'escape' from reality and are a challenge until you finally finish them! Female, 45, Parent, Gamer, Auckland Region Stage 2. Player Statistics AGE 33 The average age of computer game players in New Zealand is 33 years (Figure 7) while the average age of non-gamers is 40 years. The median age of all New Zealanders reported by Statistics New Zealand is 35.9 years and the average age of all participants in this study mirrors census figures. 1 Most gamers (78%) are 18 years of age or older in New Zealand. FIGURE 7 THE AGE GAP BETWEEN GAMERS AND NON-GAMERS IS SMALL ).! 1)! 1.! 0)! 0.! /)! /.! -)! -.! )! "#$!%&!'$()*! 00! 1.! 1 Page 14

16 The degree of change will slow as the average age of gamers approaches the average age of non-gamers who are 40 year of age. The youngest gamers in this study were just 3 years of age. The oldest were in their eighties with the oldest player catalogued in this study being 85 years of age. As age increases, gamer status decreases (Figure 8). Of those adults who say they don t play computer games, 72% say that games don t interest them and 22% say they don t have time. Only 1% say they are for children. These age demographic findings are consistent with research conducted in Australia, Europe and North America. FIGURE 8 NEARLY ALL YOUNGER AND MOST OLDER NEW ZEALANDERS PLAY COMPUTER GAMES -..*! 4-*! 4-*! "#$%;&! +,6?@#$%;&! 4.*! '.*! 2/*! 2/*! 2.*! 3.*! ).*! 1.*! 0.*! /'*! /'*! 30*! )1*! 13*! 02*! 10*! )2*! /.*! -.*!.*! 4*! 4*! 0!9,!)! 3!9,!-.! --!9,!-)! -3!9,!/)! /3!9,!0)! 03!9,!).! )-!<=>&! I think [video games] can be very useful as a learning tool for kids and a relaxing way to spend a few spare minutes for everyone. Female, 48, Parent, Gamer, Canterbury Page 15

17 GENDER 44% Female Gender in the New Zealand population is split with 49% of the population being males and 51% being females according to Statistics New Zealand. In this study, slightly more males (51% of the total) participated, a common result in survey research. Nevertheless, although New Zealand video game players are more often male, female players are increasingly represented (Figure 9). Considering all gamers from the survey, (n=1,958) 44% are female and 56% are male. These gender demographic findings are consistent with research conducted in Australia, Europe and North America. FIGURE 9 INCREASINGLY, FEMALES ARE REPRESENTED AMONG THOSE WHO PLAY COMPUTER GAMES B%$#=%! 11*! A#=%! )3*! EDUCATION The average New Zealander who plays computer games is an adult. Nearly a half of all gamers are female. Increasingly, gamers are socially and demographically the same as non-gamers, except for their media choices (Figure 10). For example, both gamers and non-gamers have similar education profiles with gamers showing slightly lower levels of higher education than non-gamers. The education date reported here were collected only from adult respondents and not for others in the household (n=1,202). Page 16

18 FIGURE 10 EDUCATION LEVELS FOR GAMERS AND NON-GAMERS ARE SIMILAR <,=E9%D:6HDIJ;#8%!F%;9! F,$G=%9%8!C%D,68#;E!CD:,,=! C,$%!C%D,68#;E!CD:,,=! 4*! '*! 3*! -)*! //*! //*! /2*! //*! 01*! 03*! "#$%;&! -.*! /.*! 0.*! 1.*! EMPLOYMENT Gamers and non-gamers also share similar employment profiles with roughly half in full-time work and roughly 2 in 10 in part-time work (Figure 11). Differences between the groups of gamers and non-gamers is found in the higher proportion of gamers who have retired compared with nongamers and the larger proportion of part-time work for gamers and full-time work for non-gamers. FIGURE 11 GAMER AND NON-GAMER ADULTS ARE SIMILARLY EMPLOYED 3.*! ).*! 1.*! 11*! 14*! 0.*! /.*! -.*!.*! "#$%;&! /.*! +,6?"#$%;&! -3*! -2*! --*! --*! '*! 3*! 2*! 0*! 0*! -*! -*! /*! /*! 2*! 3*! Page 17

19 INCOME The marginal differences between gamers and non-gamers in educational achievement carry over to annual household (n=1,202) incomes. Figure 12 allows comparison of gamers and non-gamers, including those who chose not to answer the question about their income. FIGURE 12 ANNUAL INCOME FOR GAMERS AND NON-GAMERS IS SIMILAR ).*! 1)*! 1.*! 0)*! 0.*! /)*! /.*! -)*! -.*! )*!.*! 2*! 1*! 0/*! 0.*! 0-*! /'*! "#$%;&! +,6?"#$%;&! /-*! -'*! -0*!-)*! MULTI-PLAYER HOUSEHOLDS Game households are multiple-gamer households (Figure 13). Most (67%) are home to two or more players, with two being the norm. Less than 15% of game households have four or more players. Two-person households are two-player households whilst half of four-person households are players. Two-person homes are mostly adults without children who grew up playing games. As this group produces children, four-person households presumably will become four-player households. Page 18

20 FIGURE 13 SINGLE-PERSON GAMER HOUSEHOLDS ARE THE EXCEPTION IN NZ 1.*! 0'*! 0)*! 00*! 0.*! /)*! /.*! -2*! -)*! -.*! )*!.*! '*! 1*! -*! N6%! JO,! J:;%%! B,>;! BHL%! CHP!Q! Gamers in these multi-gamer households represent all possible family roles. When participants were asked to identify all the other people in their homes, they were asked to indicate the gender, age, family role and gamer status for each and if they indicated they themselves were a parent, they were included as well (Figure 14). These data are incomplete and exclude those gamers (n=485) who were responding to the survey and either lived alone or did not identify themselves in a family role (all those other than parents). FIGURE 14 ALL HOUSEHOLD ROLES ARE FILLED BY GAMERS ))! ).! 1)! 1.! 0)! 0.! /)! /.! -)! -.! )! "+$)(#$!,-(.$)!"#$*!/!'$()*! 11! /-! --! 1'! /4! Page 19

21 The majority (n=515) were children who average 11 years of age. More than half as many (n=342) were spouses whose average age is 48 years. Parents of respondents and parent respondents were the next most populous group (n=306) with an average age of 44 years. Adults living with housemates 29 years of age was the next most populous group (n=219). Young adults and older teens living with their young adult siblings accounted for the last group (n=91) whose average age was 21. These gamers in different family roles demonstrate the complexity of the game audience ecology. I don't... play them but my husband and children can spend hours talking strategy etc. regarding games they play - it is a bonding activity for them. Female, 38, Parent, Gamer, Waikato Region Page 20

22 Stage 3. Player Behaviour 12 Twelve years is the length of time the average New Zealand adult has been playing video games. Four percent are new gamers and have been playing for less than a year and five percent are old veteran gamers who indicate they have been playing games for more than 30 years. Given options that explain why gamers play, simply having fun and relaxing are the most frequently selected with one-quarter of adult gamers choosing these explanations (Figure 15). Passing time and being challenged are also popular explanations for playing. These findings suggest that games mainly serve as part of a healthy lifestyle that balances work and play and engages family and friends. Like social tennis and card games two generations ago, computer games today are one way that New Zealanders play together. Moreover, games are encroaching as a medium for learning and education with 2% identifying this motivation for gaming. FIGURE 15 GAMERS MAINLY PLAY FOR ENJOYMENT AND RELAXATION B#69#&E! J,!T%#;6! 0*! C,DH#=! /*! SPDH9%$%69! /*! 1*! R#L%!B>6! /2*! F:#==%6@%! -3*! <#&&!JH$%! /-*! 5%=#P! /)*! In past years, gaming has been an irregular or sporadic activity often punctuated by prolonged periods of inactivity. Today, however, gamers are incorporating play into their daily routines. More than half of all gamers play either daily or every other day. Another quarter play at least once a week and less than 20% play less frequently (Figure 16). Another stereotype is weakened when this play frequency is broken down by gender. Figure 16 illustrates that females keep pace with males in New Zealand on the regularity of computer game playing. Where once it might have been expected that males were more frequent, regular gamers, today there is close, although not perfect, similarity. Daily gamers are represented equally be both sexes; however, females are less well represented in the thrice or twice weekly frequency and are more likely to report playing once a week or less frequently compared with their male counterparts. Page 21

23 FIGURE 16 HALF OF ALL GAMERS PLAY AT LEAST EVERY OTHER DAY, REGARDLESS OF GENDER 1.*! 0)*! 0.*! /)*! /.*! -)*! -.*! )*!.*! 0)*! 0)*! /-*! -4*! -'*! -)*! -.*! --*! A#=%&! B%$#=%&! )*! 3*! )*! 3*! 0*! /*! /*! /*! Comparison on the frequency of game play by age group (Figure 17) also reveals that across seven age bands from 3-5 years of age to those over 50 years of age, frequency of play follows a common pattern. However, 6-10 year-olds and those aged 26 to 35 showing the least frequent play and those in their late teens and early adulthood play most frequently. In general and regardless of gender and age, just as television progressively became a daily activity for viewers in the late 1960s and early 1970s in New Zealand, games are increasingly becoming a daily activity for gamers in the early part of the 21 st Century....our son does enjoy playing video games, but does not play them all day and does like to get outside on his bike or do other things than play on the computer. Female, 47, Parent, Gamer, Canterbury Page 22

24 FIGURE 17 GAME PLAY FREQUENCY IS SIMILAR ACROSS AGE GROUPS 1.*! 0)*! 0.*! /)*! /.*! -)*! -.*! "#$!0)123! 0!9,!)! 3!9,!-.! --!9,!-)! -3!9,!/)! /3!9,!0)! 03!9,!).! )-!<=>&! )*!.*! 'I find [video games] are a good way of relaxing [and] if you get age appropriate games, there shouldn t be a problem. Female, 53, Parent, Gamer, Hawkes Bay Region Gamers in New Zealand are controlled in their consumption of the medium and the moral panic about addiction to this newer medium appear unfounded on balance of the evidence. Most gamers play for one hour in a go (Figure 18). A quarter of gamers play for just half an hour and under a quarter of gamers play for two hours. So-called casual gamers who play for a few minutes when they get a chance make up about 5% of the gaming population whereas heavier gamers who say they play for four or more hours in a go make up just over 5%. Males and females trend similarly in the duration of their play although males are more likely to play for slightly longer. Page 23

25 FIGURE 18 MOST GAMERS PLAY FOR AN HOUR AT A TIME, REGARDLESS OF GENDER ).*! 1)*! 1.*! 0)*! 0)*! 00*! 0.*! /)*! /.*! /2*! //*! /)*! -4*! A#=%&! B%$#=%&! -)*! -.*! )*! )*! 3*! 4*! 2*! 0*! 0*! /*! 0*! -*! -*!.*! Age group has a modest bearing on game play duration, however (Figure 19). The differences among the different age groups are most prominent in the half-hour and one hour durations and otherwise the age groups trend similarly with a predominance of game play lasting between half an hour and two hours for the majority of players in every age group. FIGURE 19 GAME PLAY DURATION IS SIMILAR ACROSS AGE GROUPS ).*! 1)*! 1.*! 0)*! 0.*! /)*! /.*! -)*! "#$!0)123! 0!9,!)! 3!9,!-.! --!9,!-)! -3!9,!/)! /3!9,!0)! 03!9,!).! )-!<=>&! -.*! )*!.*! Page 24

26 The most convincing evidence of the moderate gaming habits of New Zealanders is revealed when examining the relationship between how frequently New Zealanders play video games with how long they play in one go. This is shown in Figure 20. FIGURE 20 FREQUENCY AND DURATION FOR ALL PLAYERS SHOWS MODERATION B%O!$H6>9%&! -).! CHPQ!:,>;&! -..! R#=U!#6!:,>;! SL%;E!8#E! SL%;E!,9:%;!8#E! ).! JOHD%!#!O%%7! BHL%!:,>;&!.! V6!:,>;! N6D%!#!O%%7! N6D%!#!$,69:! B,>;!:,>;&! JO,!:,>;&! N6D%!%L%;E!0!$,69:&! WN6D%!%L%;E!0!$,69:&! J:;%%!:,>;&! With this comparison, the largest single group of gamers (12%) plays for an hour every day. The next largest proportion (8%) plays for two hours every day with another 7% playing an hour every two days and another 7% playing half an hour every day. Less than 3% of New Zealanders play for five or more hours every day. This finding flies in the face of considerable popular news attention given to addicted gamers. Indeed, it is clear from this evidence, that New Zealand gamers are selective, moderate gamers looking for games to contribute to a balanced media lifestyle. Games are good way to relax and to socialize with people. Male, 23, Non-parent, Gamer, Southland Further, this lifestyle is increasingly a social one. Figure 21 bears this out. As many as 46% of gamers play online, although 11% play online often. And even though 60% of gamers say they often play alone, only 19% of all gamers never play with others in the same room. Another 18% often play socially in the same room and 41% say they do so occasionally. Page 25

27 FIGURE 21 SOCIAL PLAY IS SHIFTING SLOWLY XH9:!N9:%;&!,6!9:%!Y69%;6%9! )1*! /.*! -3*! --*! XH9:!N9:%;&!H6!9:%!5,,$! V=,6%! 2*! -4*! //*! 0-*! 1-*! 3.*! -'*! +%L%;! 5#;%=E! NDD#&H,6#==E! NZ%6!.*! /.*! 1.*! 3.*! '.*! -..*! OTHER BEHAVIOUR Earlier in Figure 5 and Figure 6 we presented evidence for how all participants in the study ranked different media and non media leisure activities by giving their first through fifth preferences across all non-media and media options. Comparisons between gamers and non-gamers on these nonmedia and media activities are presented in Figures 22 and 23. Figure 22 illustrates the comparison of non-media leisure activities for gamers and non-gamers. The overwhelming conclusion is that they differ little in overall patterns of activity preferences. Page 26

28 FIGURE 22 GAMERS AND NON-GAMERS ENJOY THE SAME NON-MEDIA LEISURE ACTIVITIES MH6%!,;!S6b,E!#!A%#=! ",!9,!#!<>[`!F=>[!,;!F#Ua! <=#E!OH9:!F:H=8;%6`!<=#E!OH9:!<%9&! SP%;DH&%! %68!#!F,6D%;9`!B%&_L#=!,;!F>=9>;#=!SL%69! <=#E!],#;8!"#$%&!,;!F#;8&! <=#E!CG,;9! ",!9,!#!<#;7! <=#E!#!A>&HD#=!Y6&9;>$%69! N9:%;! +,6?"#$%;&! "#$%;&!.*! -.*! /.*! 0.*! 1.*! ).*! 3.*! 2.*! '.*! Similarly, Figure 23 provides an illustration of the comparison between gamers and non-gamers for media activities. Again, the interests of both groups trend similarly. For example, using the Internet is the top activity for both. So is going to the movies. However, there are notable differences. The first and most pronounced, of course, is playing video games, which ranks fifth among 11 key media activities for gamers. Non-gamers clearly spend their media leisure budget differently with more time spent reading books, newspapers and magazines, and listening to the radio. Less pronounced is the logical higher use of the Internet by gamers. Overall, the adult participants in this study, whether from game or no game households, said they spent between one and three hours every day using the Internet. One quarter use it for an hour or less each day, one quarter for two hours, another quarter for three to four hours with the remaining quarter reporting four-plus hours per day with the Internet. Page 27

29 FIGURE 23 GAMERS AND NON-GAMERS DIFFER MORE IN MEDIA PREFERENCES K&%!9:%!Y69%;6%9! X#9D:!Jd! 5%#8!#!],,7! X#9D:!#!MdM!,;!dH8%,! <=#E!#!dH8%,!"#$%! TH&9%6!9,!A>&HD! TH&9%6!9,!9:%!5#8H,! +,6?"#$%;&! "#$%;&! 5%#8!#!+%O&G#G%;! ",!9,!9:%!A,LH%&! N9:%;!.*! -.*! /.*! 0.*! 1.*! ).*! 3.*! 2.*! '.*! 4.*! Details about the way gamers and non-gamers use the Internet are particularly revealing (Figure 24 below). Both gamers and non-gamers use the Internet for personal communication, home banking and to pull down information related to products, the news and so on. Gamers, more than nongamers, appear to be engaged in many of the so-called Web 2.0 functions such as social networking, pulling down rich media, downloading content and self-publishing. Naturally gamers also play games online and download them as well (note non-gamers may download games for children) and online games provide multiplayer experiences for many as noted earlier. Among gamers, playing online games is the fifth-ranked reason for using the internet. Games are a great way to relax and have fun either alone or with friends. I find playing computer games helps relax me I also find it fun to play multiplayer games with friends and family. Female, 22, Non-parent, Gamer, Wellington Region These additional functions of the Internet are not as dominant as the core functions such as and web-browsing, but they do differentiate gamers from non-gamers as active contributors of content (in the form of social networking and blogging) and active consumers of streaming media and downloadable content. Overall, the findings related to leisure activities among gamers demonstrate that computer games do not compete with non-media and outdoor activities (although specific activities differ for gamers and non-gamers). Instead, computer games compete with older media. Page 28

30 FIGURE 24 GAMERS ARE MORE LIKELY THAN NON-GAMERS TO USE NEWER ONLINE SERVICES S$#H=! <;,8>D9!Y6U,;$#_,6! X,;7! C9>8E! d,hd%!nl%;!y69%;6%9!j%=%g:,6%! N9:%;! 44*! 44*! 41*! 4'*! 4/*! 4)*! 4/*! 40*! 4/*! 40*!.*! '0*! '/*! '0*! 23*! 23*! 30*! 21*! )0*! 3'*! 3-*! 33*! 11*! )4*! 1'*! )4*! 12*! ).*! 0.*! 1)*! '*! 10*! -1*! /3*! "#$%;&! /2*! /3*!.*! ).*! -..*! Stage 4. Player Preferences Of course it is not entirely appropriate to paint all gamers with the same brush. We know, for example that gender is a substantial marker for different player preferences and attitudes toward games. Historically, female gamers have enjoyed what MIT scholar Henry Jenkins calls walled garden games in which play occurs within the confines of a limited game world whereas male gamers tend to like conquests and exploration. Age is another factor that differentiates gamers. Traditionally, children have played action/adventure games while the eldest gamers opted for computer game ports of traditional card and board games, as well as gambling simulators. These trends continue in the New Zealand gamer population. GENDER Gamer participants were asked to select up to three game genres they preferred to play. They were also asked to indicate up to three game genres preferred by another player who played most among all others in the household. Page 29

31 FIGURE 25 FEMALE AND MALE GAME GENRE PREFERENCES CONTINUE TO DIFFER ).(..*! 1)(..*! 1.(..*! 0)(..*! 0.(3*! /3(1*! -)(.*! -)()*!!A#=%!!B%$#=%! 0.(..*! /)(..*! /-('*! -3()*! /.(..*! /0()*! -'(3*! -)(1*! -)(..*! -.(..*! )(..*!.(..*! -4(0*! //(4*! /4(3*! /3(.*! -)(4*! 4(.*! -)(2*! -/(1*! -/(2*! -/('*! '(.*! '(.*! 2(3*! 3(1*! )(1*! 3(4*! '(.*! -/(/*! -0(2*! 0(2*! 0(.*! 0(3*! 1('*! /()*! 0(1*! Page 30

32 Figure 25 illustrates gender differences for game genres regardless of preference rank (first preference to third preference). Females are more heavy consumers than males of puzzle, board/card, family and educational games. Males are more heavy consumers than females of action, strategy, racing, FPS, adventure, RPG and fighting games. Both sexes are represented near equally in their use of adventure and simulation games. AGE A second significant marker of differences within the population of people who play games is age. In the past, older players were fond of puzzle, board and card games, and strategy games or games of chance. By comparison younger players were identified with platformers, compilation/family games and racing on consoles and especially handheld game platforms. The adults between these two age groups were seen as target audiences for first-person shooters, RPGs and simulators. Figure 26 shows that these age differences generally remain and is most easily read by comparing the younger and older halves, darker group and lighter group of bars respectively. Considering the collection of younger gamers, popular genres they dominate include action, racing, adventure and sport. Among older gamers, popular genres they dominate include strategy, puzzle, and board/card. FPS, RPG and MMO games (the acronym cluster) and simulators and educational games are probably best seen as go-between genres that have equal appeal. Page 31

33 FIGURE 26 AGE BAND DIFFERENCES IN GENRE PREFERENCES ILLUSTRATE AN AGEING GAME AUDIENCE 2..! 3..! )..! 4256$)!7&8%9(:&#! )-!<=>&! 03!9,!).! /3!9,!0)! -3!9,!/)! --!9,!-)! 3!9,!-.! 0!9,!)! 1..! 0..! /..! -..!.! Page 32

34 Stage 5. Conclusions In the main, gamers are adults, gender balanced, regular and measured players of games. The average age of computer game players in New Zealand is 33 years old. Non-gamers are 40 years old, on average. The average age of all New Zealanders is 36 years. The proportion of the population that plays games varies by age group. More males than females play computer games, however 44% of all gamers in NZ are female. The education, employment and income characteristics of gamers and non-gamers are similar with minor variations. The demographics of game households is such that 67% are home to two or more gamers with the full range of family roles in these households being filled by gamers. Half of all gamers play either daily or every other day and frequency of play varies little by age or gender. Including all players in New Zealand households, two-thirds play for up to an hour at one time. Males play for slightly longer, and age is a minor factor in duration with most playing between half an hour and two hours. The evidence strongly rejects moral panics about gaming addiction for any significant proportion of the population of those who play games. The pattern of media leisure among gamers and non-gamers makes clear that computer games do not compete with non-media and outdoor activities. Instead, they compete with older media. Gender and age are important factors in determining game genre preferences. Page 33

35 Level 3. Family Stage 1. Introduction Playing computer games was once thought to be the secluded domain of adolescent males. Those gamers of the 1970s have families now and they play computer games together. The data here attest to the family focus of gaming in New Zealand in Many parents identify themselves as gamers and both mothers and fathers engage with games as part of their parenting role. Stage 2. Parents Over a third of all participants in this study (36%) said they were parents of children under the age of 18 who were living with them and this forms the definition of parent label used along with age, gamer status and location shown below the quotes provided throughout this report. Of these parents, 63% said they themselves played computer games (Figure 27). The implication of this result is that gaming parents may play games with their children for a range of reasons. FIGURE 27 ALMOST TWO-THIRDS OF PARENTS IN GAME HOUSEHOLDS PLAY COMPUTER GAMES 2.*! 3.*! ).*! 1.*! 0.*! /.*! -.*!.*! 30*! 02*! "#$%;!<#;%69! +,6?"#$%;! <#;%69! 100 % If a participant lived with children under the age of 18, their home had at least one device for playing computer games. In other words, 100% of homes with children (and therefore parents of children under the age of 18) were game households. Page 34

36 Stage 3. Issues Primarily, gaming parents say they play computer games with their children because playing games with their children is a way to spend time together, because their children ask them to play and because they believe games are an enjoyable family activity (Figure 28). Reasons why parents play with their children do not vary much between mothers and fathers and so these were combined in the figure below. The increasing gender equalisation of the gaming population means that dads and mums are increasingly equal players with children, a result likely of great benefit to families. FIGURE 28 PARENTS PLAY WITH CHILDREN TO SPEND TIME TOGETHER Y9f&!#!X#E!9,!CG%68!JH$%!OH9:!$E!F:H=8;%6! F:H=8;%6!V&7!$%!9,!<=#E!OH9:!J:%$! Y9f&!B>6!U,;!9:%!X:,=%!B#$H=E! Y9f&!#!X#E!9,!S8>D#9%!$E!F:H=8! Y9f&!#!X#E!9,!A,6H9,;!X:#9!$E!F:H=8;%6!<=#E! Y9f&!#!X#E!9,!A,6H9,;!R,O!NZ%6!$E!F:H=8;%6!<=#E! Y9f&!#!X#E!9,!F,69;,=!R,O!T,6@!$E!F:H=8;%6!<=#E!H6!#!",! 4*! -/*! 0)*! 1-*! 0'*! 14*! )4*!.*! -.*! /.*! 0.*! 1.*! ).*! 3.*! By being gamers themselves, parents seem engaged with their children s gaming behaviours across the board (Figure 29). They are likely to use computer games as reward and punishment and to talk about games with their children and to find educational value in their use. FIGURE 29 GAMER PARENTS USE GAMES WHEN PARENTING K&%!F,$G>9%;!"#$%&!U,;!S8>D#_,6! J#=7!V[,>9!F,$G>9%;!"#$%&!OH9:!E,>;! F:H=8;%6! <=#E!F,$G>9%;!"#$%&!OH9:!E,>;!F:H=8;%6! %&9;HD9!F,$G>9%;!"#$%&!#&!#!<>6H&:$%69! K&%!F,$G>9%;!"#$%&!#&!#!5%O#;8! 04*! 12*! )/*! 31*! 3/*!.*! -.*! /.*! 0.*! 1.*! ).*! 3.*! 2.*! Page 35

37 Regardless of whether they themselves play, parents are mostly positive about outcomes realised from their children s use of computer games (Figure 30). Of parents who expressed a positive or negative position about the outcomes of games, over 80% said games were useful for learning about technology, maths, planning, science and for developing general intelligence. Between 70% and 79% said games were useful for learning language, about others, about work and lessons in life. Between 50% and 69% said games were useful for contributing to general happiness, connecting with family and friends. Games are an educational tool that stimulates the mind of my son, it captures his interest and he can focus learning without realising it! Female, 47, Parent, Non-gamer, Manawatu Wanganui Region Many did not have an opinion, however and decided to remain neutral on these questions. Those without a view were more likely to be non-gaming parents than gaming parents. A clear conclusion from these findings is that family play and parental involvement in that play, is a source for positive engagement not only with a medium, but with members of the family. Many participants indicated that games were like many other elements of our lives, there for the harvesting of positive outcomes, requiring little more than thoughtful engagement. FIGURE 30 PARENTS ARE MORE POSITIVE THAN NEGATIVE ABOUT OUTCOMES OF CHILDREN S GAME PLAY -..*! 4.*! '.*! 4'*! 41*! 4/*! 4/*! '/*! 24*! 23*! 2/*! 2.*! 33*! 3.*! )2*! 2.*! 3.*! ).*! 1.*! 0.*! /.*! -.*!.*! Page 36

38 There are many video games on the market that serve a specialist role as educational games. Yet, many media offer incidental learning. Although many express scepticism about the educational value of games, parents, particularly gamer parents, use games as educational tools for their children. Only 33% of gamer parents and as many as 42% of non-gamer parents say they rarely or never use computer games for educational opportunities (Figure 31). FIGURE 31 MOST PARENTS USE COMPUTER GAMES AS AN EDUCATIONAL TOOL ).*! 1)*! 1.*! 0)*! 0.*! /)*! /.*! -)*! -.*! )*!.*! "#$%;&! +,6?"#$%;&! 02*! 1-*! 0.*! /0*! -3*! -4*! -2*! -'*! +%L%;! 5#;%=E! NDD#&H,6#==E! NZ%6! Video games that are violent and graphic may increase your hand-eye coordination, but desensitise the player to violence and unacceptable behaviour. Others like educational and sporting titles can help science and mathematics skills and there are others that could help introduce social skills. It all depends on the base skills learned in the family in the child's formative years. Female, 44, Parent, Non-gamer, Auckland Region Stage 4. Conclusions In 2010, 100% of households with children are game households. In these, 63% of parents play video games with no difference in gaming engagement by mothers and fathers. Parents agree that they play computer games to spend time with their children. What s more, parents who play computer games themselves actively use computer games as a tool for parenting, taking advantage of the lessons games can impart on their own and leveraging the connection games create between parent and child. Two-thirds of gamer parents and more than half of non-gamer parents say they use computer games for educational opportunities with their children. From these findings, it is clear that being a gaming parent is part of being an active parent. Page 37

39 Level 4. Classification Stage 1. Introduction Around the world, the evolution of games as an increasingly popular medium for entertainment and expression has placed pressure on government and industry to provide advice, if not regulate control and determine the availability of different types of games in the national market. Because games are produced and distributed for global, rather than national or regional audiences, increasing pressures and flashpoints have emerged for their regulation. Different national jurisdictions have treated games quite differently to other media. Moreover, as a single medium different jurisdictions treat games differently. Consumers have noted contradictions and confusion where consistency has not been practiced. Some regions of the world have begun using a common regulatory regime and one such example is the European Union where the Pan European Game Information system for both stand-alone and on-line games operates in over 30 nations. The benefit for consumers is consistency of labelling and more fluid cross-boarder commerce. People should be fully informed of what they are purchasing and in the case of parents keeping an eye on what their children are spending their money/pocket money on. Consumers should know if what they are buying is violent or not and have the freedom to choose and have the opportunity to make thoughtful decisions. Female, 37, Non-parent, Non-gamer, Wellington Region Stage 2. Classification in New Zealand Media classification in New Zealand is regulated by the Office of Film and Literature Classification. New Zealand has its own classification markings and system and this regime focuses primarily on films, DVDs and adult publications. Consumers can learn more and read annual reports at the OFLC website: Stage 3. Consolidating Classification The vast majority (85%) of New Zealand adults in this study, including gamers and non-gamers and both game and no-game households, think that New Zealand should have the same classification symbols as Australia (Figure 32). From among the 85% who said there should be consistency, the quotations below provide a sense of why consistency is important to New Zealanders. Page 38

40 FIGURE 32 ALMOST ALL SAY NEW ZEALAND SHOULD HAVE THE SAME CLASSIFICATION FOR GAMES AS AUSTRALIA K6Hg>%! -)*! C#$%! ')*! [New Zealand and Australia should have the same classification symbols] because people should be fully informed of what they are purchasing and in the case of parents keeping an eye on what their children are spending their money/pocket money on. Consumers should know if what they are buying is violent or not and have the freedom to choose and have the opportunity to make thoughtful decisions. Female, 37, Non-parent, Non-gamer, Wellington Region It would make a lot of sense for both countries to have the same classification symbols on film as well as games. Male, 61, Parent, Non-gamer, Taranaki Region It would be easier if the classification was the same, as it would be clearer when buying here or overseas. Female, 46, Non-parent, Gamer, Auckland Region Much of what we get is sourced from Australia and therefore it is easy to overlook the classifications and assume they are the same as NZ. Male, 43, Parent, Gamer, Wellington Region We are so close to each other, as we move between the two countries regularly it would be easier to have the same classifications. Female, 37, Parent, Gamer, Bay of Plenty Region The G, PG, M type system that is used in Australia is a simple system that is easy to understand, and it is already known to New Zealanders through movie and DVD classification. Male, 23, Non-parent, Gamer, Wellington Region I think common classification symbols throughout the whole world would probably be a good thing to avoid confusion about ratings, whichever country you were in or had sourced your game from. Female, 57, Non-parent, Non-gamer, Otago Page 39

41 Stage 4. Classification and Purchasing These findings are important because it is clear from the following data that New Zealand parents use classification more to guide their purchases of games for their children than for themselves or other adults in their homes. Figure 33 illustrates the different degrees of influence classification markings on a game package have when applied to games for children compared with games for adults. Only 5% of adults say the classification marking has no influence on their purchase of a game for a child, but 45% say classification has no influence when a game is purchased for an adult. By comparison, 56% say classification has a lot of influence on their decision to buy a game for a child but only 12% say it has a lot of influence when a game is purchased for an adult. It is therefore important for minimal confusion in the market. FIGURE 33 CLASSIFCATION IS MOST IMPORTANT TO PARENTS PURCHASING GAMES FOR A CHILD ).*! 1)*! 1/*! "#$%!U,;!V8>=9!9,!<=#E! "#$%!U,;!F:H=8!9,!<=#E! )3*! 1.*! 0)*! 0.*! /)*! /0*! //*! /'*! /.*! -)*! -.*! )*! --*! -/*! )*!.*! 82% Present when purchasing Parents say they are almost always present when a game is purchased for their child or children (Figure 34 below). Indeed only 2% say they or another adult is never present for the purchase or hire of a video game to be played by their children. More than half are always present. Another 20% are present most of the time. Page 40

42 FIGURE 34 ADULTS ARE PRESENT WHEN GAMES ARE HIRED OR PURCHASED FOR THEIR CHILDREN C,$%_$%&! -0*! 5#;%=E! +%L%;! 1*! 1*! A,&9!,U!9:%! JH$%! /.*! V=O#E&! 3/*! New Zealand parents are more likely than not to engage with their children when their children want them to purchase a new game (Figure 35). More than 40% have their children with them when a game is purchased for their child either most of the time or always and another 36% have their children with them sometimes. Only 19% say their children are rarely or never with them at the time of purchase. For those parents, it seems discussion, education, negotiation and engagement is a standard part of their desire to serve their role as a parent. 95% of parents say they are either completely aware or mostly aware of the games that are played in their homes. Less than one percent claim not to know. Further, about a third of all parents in homes with new consoles featuring parental control systems say they are using these to regulate the games their children can access. FIGURE 35 CHILDREN ARE THERE WHEN ADULTS HIRE OR BUY GAMES FOR THEM 5#;%=E! '*! +%L%;! --*! V=O#E&! -1*! C,$%_$%&! 03*! A,&9!,U!9:%! JH$%! 0-*! Compared with non-gamer adults (including but not limited to parents), gamer adults use their knowledge of games to make nuanced decisions about the games they buy for younger players (Figure 36 below). When asked whether they would buy games for someone who does not meet the classification age marked on a game package, 67% of non-gamer adults said no compared with Page 41

43 59% of gamer adults. Furthermore, 29% of non-gamer adults said it depends while 34% of gamer adults said it depends. FIGURE 36 ADULTS DON T STICK TO CLASSIFICATION RECOMMENDATIONS 2.*! 3.*! )4*! 32*! ).*! 1.*! "#$%;&! +,6?@#$%;&! 01*! /4*! 0.*! /.*! -.*! 2*! 0*!.*! In the absence of awareness about game content, non-gamer parents rely heavily, but not exclusively on the classification a game receives by a ratings or classification authority....self control, parental monitoring and wise discretion is needed when choosing games for your children or yourself and how much time you choose to invest in playing them. Moderation is the key. Stage 5. Conclusions Female, 35, Parent, Gamer, Auckland Region A large awareness deficit about the classification system in New Zealand clearly affects the ability of New Zealanders caring for children to make informed decisions. Indeed, 82% of adults do not indicate an awareness of differential classification for games in New Zealand and Australia despite many acknowledging that they buy games from Australian retailers and receiving games from relatives in Australia. New Zealand and Australian games and DVDs share the same copy protection region codes, but not the same classification codes. This is a clear policy and communication failure. Fortunately, the absence of a clear and internationally consistent classification regime does not affect the way most New Zealanders go about buying games: 82% of parents say an adult is present when games are purchased for their children and 95% of parents say they are aware of the games that are played in their homes. Even more heartening is that the increasing number of parents who play computer games means they are more knowledgeable about the games on the market. Gamer adults use their knowledge of games to make informed decisions about games they buy for younger players, non-gamer adults rely more on the classification on game packaging. Page 42

44 Level 5. Piracy Stage 1. Introduction It is difficult to ask survey participants to confess to acting illegally. Given the degree to which Internet traffic is associated with peer-to-peer (P2P) file sharing (many reports put P2P traffic at half of total Internet volume), the likelihood that local retailers and game developers are being undercut by piracy is very high indeed. The average number of computer game titles in New Zealand game households is 23 based on the numbers estimated by participants in the game households in this study. Of these 23 titles, an average of one had been pirated or was an illegal copy according to survey participants. -! Pirated /0! Legitimate That s nearly 2% of all games. However, overseas data and Internet traffic data put this number at closer to 10%. This number is not spread across all households, however. About 85% of participants in game households said they had no pirated copies in their library. Again, this number is likely an underestimate. Of the 15% who said they had pirated games in their collection, more than 13% said they had one, 20% said they had two, 10% had three and 13% had five with another 10% saying they had 20 or more illegal copies of video games in their homes. Stage 2. Acquiring of pirated games in New Zealand come from copies made by family or friends (Figure 37). 48% are downloaded from online file-sharing sites and 41%another 11% come from overseas vendors or market stalls. Page 43

45 FIGURE 37 MOST GAMERS ACCESS PIRATED GAMES FROM PEOPLE THEY KNOW NL%;&%#&! d%68,;&! )*! A#;7%9!C9#==! /*! N9:%;! 1*! B;H%68&!,;! B#$H=E! 1-*! N6=H6%! 1'*! Stage 3. Pirating Rationale A small proportion of the losses faced by New Zealand game retailers, developers and publishers may be recovered by gamers who, having tried a game from an illegal source, decide later to buy as some of the comments by those who admitted to playing pirated games demonstrated and the data below suggest. If this is the case, than the instances of piracy are greater than the numbers of games that remain in a collection from pirated sources. It is rare that I trust vendors enough to purchase without trialling. Often I will complete the game on the pirate version and then purchase a copy from the vendor, without actually using the proper copy. Male, 37, Parent, Gamer, Auckland Region Of the New Zealanders in households with illegal games, most (55%) rationalise their illegal copies by citing high prices charged for new games, regardless of declining price-points over the life-cycle of popular game titles (Figure 38). Another 41% say they obtain illegal copies to try games before they buy them. Another third say they want a large collection of titles they cannot afford. Onequarter said the pirated games in their collection were games that were not released in New Zealand. A fifth cited convenience and 13% said later release dates for retail copies of games in New Zealand were to blame. Page 44

46 FIGURE 38 MANY FACTORS EXPLAIN WHY SOME NEW ZEALANDERS PLAY PIRATED GAMES J:%!"#$%!H&!5%=%#&%8!A>D:!T#9%;!H6!+%O!i%#=#68! -0*! Y9f&!A,;%!F,6L%6H%69! /-*! J:%!"#$%!Y&6f9!5%=%#&%8!H6!+%O!i%#=#68! Y!F#6f9!Vh,;8!#==!9:%!"#$%&!Y!X#69! Y!TH7%!9,!9;E!"#$%&!]%U,;%!Y!]>E!J:%$! /0*! 01*! 1-*! ))*!.*! -.*! /.*! 0.*! 1.*! ).*! 3.*! 2.*! Basically, I will buy the games I know I want, and occasionally pirate games that I don't know if they are any good (due to not being able to afford every game that looks interesting). If I like the game, I will then buy it at the earliest convenience. I also don't pirate games from developers that have a good track record for making good games. Male, 29, Non-parent, Gamer, Canterbury Page 45

47 Stage 4. Conclusions On average, New Zealand gaming households have 23 game titles of which one is pirated. However game piracy is admitted in only 15% of all homes with the other 85% claiming they have no pirated games. The majority of pirated games in New Zealand come from downloaded copies and almost as many from family or friends. If participants are honest in that the 41% indicating they try games before they buy them do, in fact, go on to make a purchase, than the resulting collection of pirated games after the remedial purchase would be small (perhaps 1 in 23) and the incidence of piracy would be much greater than indicated by participants. Page 46

48 Level 6. Attitudes Stage 1. Introduction It is likely, but not well documented, that New Zealanders are at once both optimistic and concerned about the role of computer games in society. New Zealanders who are parents of gamers are also likely to be practical about the limitations and potentials that games offer. Just as the New Zealand game audience uses games in moderation and for enjoyment, they judge games with a mixture of enthusiasm and moderate caution according to the data we have collected. Stage 2. I think games a great form of media. I've learnt a lot from historical strategy games, such as the Total War and Civilization series. I disagree that video games that are violent would encourage violence in players. Male, 18, Non-parent, Gamer, Waikato Region Nearly all adult gamers and non-gamers say that computer games offer excitement and relieve boredom (Figure 39). Between 71% and 86% say games are mentally stimulating, contribute to culture, reduce stress are educational. However, fewer than half say games are social, part of a smart society, create family connections and form part of an active lifestyle. FIGURE 39 MOST ATTITUDES TOWARD GAMES ARE POSITIVE -..*! 4.*! '.*! 2.*! 3.*! ).*! 1.*! 0.*! /.*! -.*!.*! 41*! 40*! '3*! 24*! 2-*!2-*! 04*! 01*! /'*! -'*! Moreover, the progression of computer games into new forms of entertainment will likely change perceptions about what games contribute to lifestyles such as activity. Certainly games are increasingly part of an active lifestyle as they feature more peripherals like musical instruments, Page 47

49 cameras, boards and mats. Family connections and social interaction become better facilitated as hardware and software allow players to connect online and interact through not only games, but online meeting places designed specifically for social interaction. Stage 3. "Games are a lot of fun and with the interactive games like Wii Fit and Wii Sport the main concern I had about lack of exercise no longer applies. Male, 58, Parent, Gamer, Bay of Plenty Region Yet interactivity with the screen is often cited as a reason for computer games to be classified narrowly, differently and inconsistently compared with film and other media. Popular media attention and an absence of research in this area leave the matter open for debate. Non-gamers have been identified as the most critical voices about interactivity in games whereas those who play them voice greater optimism. Even so, gamers may borrow from the popular claims that interactivity makes games more violent. The juxtaposition between attitudes of all gamer and non-gamer adults (including those in no game households) is most evident in Figure 40 below. FIGURE 40 INTERACTIVITY IS A POSITIVE ELEMENT OF GAMES -..*! 41*! 4/*! +,6?"#$%;&! '4*! 4.*! ')*! "#$%;&! +,6?@#$%;&! '.*! 23*! 21*! 22*! 2-*! 2-*! 2.*! 2.*! 30*! 30*! )4*! 3.*! )3*! )0*! 12*! ).*! 11*! 10*! 10*! 1.*! 0/*! 0-*! 0.*! /0*! /.*! -.*!.*! Better to be violent on the computer/video games than in real life. Female, 48, Parent, Gamer, Auckland Games are a waste of time and too violent. Male, 62, Non-parent, Non-gamer, Canterbury Page 48

50 People have a choice [and] they know what s right. No game is going to sway their judgement. People are either violently inclined or not. Male, 46, Non-parent, Gamer, Canterbury Your upbringing has more influence over you than something fictional on a TV screen. I think [video games] stimulate your brain, and can identify interests you wouldn t have found otherwise. Male, 21, Non-parent, Gamer, Wellington Region Gamers are more positive and less negative about the role of interactivity in games compared with non-gamers. They are more likely to say interactivity makes game more fun, stimulating, interesting and emotionally arousing than media without interactivity. 'They're good fun, I'd rather do something interactive than sit there watching TV or movies just staring at a screen. Female, 22, Non-parent, Gamer, Wellington Region Gamers are more likely than non-gamers to say that interactivity makes games more memorable, realistic, social and physical. Gamers are more likely than their non-gamer counterparts to say interactivity makes games more educational. The only areas in which gamers say interactivity does not increase media characteristics is in violence and difficulty. I don't think that [video games] encourage violence, but they certainly get you used to seeing it - but by doing so they educate people about the horrible things that actually do go on in the world. Female, 18, Non-parent, Gamer, Waikato Region Stage 4. Conclusions Most attitudes toward video games are positive. They relieve boredom, offer excitement, are mentally stimulating, reduce stress, are educational and create culture. Non-gamers are less optimistic than gamers about the effects of interactivity on media experiences and demonstrate concern that interactivity makes games less accessible than other media. Enhancing violence is the number one effect of interactivity for non-gamers whereas it ranks 7 th among a list of 11 effects for gamers. Among the most positive potentials for interactivity in games is education. 71% of gamers say games are more educational than other media. This is consistent with the finding that over 60% of parents use games for education. Non-gamers are less positive in this respect and non-gaming parents do not suggest games for education to the same degree. Page 49

51 Level 7. Industry and Future Stage 1. Introduction The New Zealand market for video games has experienced considerable growth over the past eight years (Figure 41). From under $80 million in 2003 to over $170 million in 2009, video games hardware and software have provided consumers with new forms of entertainment and leisure at steadily increasing rates FIGURE 41 THE NEW ZEALAND GAME HARDWARE AND SOFTWARE MARKET DOUBLES EVERY 7 YEARS ;%--%1&*!<4=>! j-'.! j-3.! j-1.! j-/.! j-..! j'.! j3.! j1.! j/.! j.! j04! C,ZO#;%! R#;8O#;%! j24! j20! j3.! j1.! j1'! j14! j)-! j32! j2-! j21! j'.! j23! j41! /..0! /..1! /..)! /..3! /..2! /..'! /..4! Data: GfK OzToys. Games are innovative and smart on the part of the developers and for me, great for my self esteem and highly stimulating. Male, 36, Non-parent, Gamer, Auckland Region Despite continued growth in online sales for many consumer goods, computer games are mainly purchased from local retail sellers (Figure 42 below). 60% of participants in this study said they purchase games new from a local store, 20% download games through online vendors. However, many gamers report buying games from multiple sources. Page 50

52 FIGURE 42 MOST GAMERS PURCHASE GAMES NEW FROM A LOCAL RETAILER 2.*! 3.*! 3.*! ).*! 1.*! 0.*! /.*! /2*! /3*! /-*! /.*! -)*! -.*! 2*!.*! Games provide high value for money with many games being enjoyed for more than 100 hours before players report having finished the game. It s not surprising then that nearly two thirds of gamers say they keep a game and add it to their library of games after they finish playing it (Figure 43). FIGURE 43 MOST GAMERS ADD FINISHED GAMES TO THEIR GAME LIBRARY V88!H9!9,!G%;&,6#=!=H[;#;E! 31*! J;#8%!H9!H6! -0*! "HL%!H9!9,!#!U;H%68I;%=#_L%! N9:%;! C%==!H9!H6!9:%!G#G%;!,;!,6=H6%! 4*! '*! 2*!.*! -.*! /.*! 0.*! 1.*! ).*! 3.*! 2.*! Page 51

53 Stage 2. Genre Games played on personal computers and consoles now account for approximately $80 million with more than 1.4 million units sold in New Zealand in Family and action games account for nearly 40% of all game software sold in 2009 (Figure 44). The much maligned first-person shooter (FPS) ranks third, however racing, adventure and sports also represent large categories. Strategy and simulation games each garner 5% of all units sold. FIGURE 44 ACCORDING TO GFK OZTOYS, FAMILY AND ACTION GAMES DOMINATE THE GENRES JH$%D#;8&! 0*! 1*! 5<"! 1*! CH$>=#_,6! )*! )*! CG,;9&! 2*! V8L%69>;%! '*! F:H=8;%6f&! /*! --*! V;D#8%! -*! V==!N9:%;! -*! B#$H=E! -4*! B<CIC:,,9%;&! -/*! VD_,6! -'*! Data: GfK OzToys. They re great! Keeps you thinking to solve problems throughout the game being played. Male, 53, Non-parent, Gamer, Auckland Region 81% of all game software unit sales in New Zealand in 2009 were for play on consoles. Thus, although more PCs are installed for games in game households, consoles are getting the heaviest workouts in terms of new software played on them. Page 52