• Buchanan, R. A., Southgate, E., Scevak, J., Smith, S. P. (2018). Expert insights into education for positive digital footprint development, Scan, 37:2
• Southgate, E., Buchanan, R., Cividino, C., Saxby, S., Eather, G., Smith, S.P., Bergin, C., Kilham., Summerville, D. and Scevak, J. (2018). What teachers should know about highly immersive virtual reality: Insights from the VR School Study. Scan, 37(4).
• Southgate, E., Smith, S. P., Ether, G., Saxby, S., Cividino, C., Bergin, C., Summerville, D., Buchanan, R., Scevak, J. Ethical Conduct and Student Safety in Immersive Virtual Reality: Protocols and Resources from the VR School Research Project. KELVAR 2018 Workshop @ IEEE Virtual Reality 2018, Reutlingen, Germany.
• Southgate, E., Smith, S. P., Langridge, R., Gruppetta, M. (2018). Inclusive design in a virtual world serious game to improve adult literacy: Problems, possibilities and tensions, Open Oceans: Learning without borders. Proceedings ASCILITE 2018, Geelong, Australia

• Langridge, R., Smith, S. P., Smithers, K., and Southgate, E. (2017). Participatory design with children and young people: An annotated bibliography. DICE Report Series, Number 5. Newcastle: DICE Research. [PDF]
• Langridge, R., Smith, S. P. and Southgate, E. (2017). Participatory design, digital technology and culture: An annotated bibliography. DICE Report Series, Number 4. Newcastle: DICE Research. [PDF]
• Southgate, E., Budd, J., & Smith, S. (2017). Press Play for Learning: A Framework to Guide Serious Computer Game Use in the Classroom. Australian Journal of Teacher Education, 42(7). DOI: http://dx.doi.org/10.14221/ajte.2017v42n7.1
• Southgate, E. and Smith, S. P. (2017). Designing and conducting research using immersive technologies in schools: Seven observations. 2017 IEEE Virtual Reality Workshop on K-12 Embodied Learning through Virtual & Augmented Reality (KELVAR), Los Angeles, CA, USA, pp. 1-3, DOI: 10.1109/KELVAR.2017.7961564.
• Southgate, E., Smith, S. P. and Scevak, J. (2017). Asking Ethical Questions in Research using Immersive Virtual and Augmented Reality Technologies with Children and Youth. 2017 IEEE Virtual Reality (VR), pp. 12-18, IEEE:USA. [PDF]

• Southgate, E., Smith, S. P., & Cheers, H. (2016). Immersed in the future: A roadmap of existing and emerging technology for career exploration. DICE Report Series, Number 3. Newcastle: DICE Research. [PDF]
  
  
• Hickmott, D., Smith, S. P., Bille, R., Burd, E., Stephens, L., and Southgate, E. (2016), Building Apostrophe Power: Lessons Learnt for Serious Games Development, Interactive Entertainment 2016, Proceedings of the Australasian Computer Science Week Multiconference Article No. 70, ACM. [PDF]
• Smith, S. P, Hickmott, D., Southgate, E., Bille, R. and Stephens, L. (2016), Exploring Play-Learners' Analytics in a Serious Game for Literacy Improvement, In Marsh, T., Ma, M., Oliveira, M.F., Baalsrud Hauge, J., Göbel, S, (eds) Second Joint International Conference on Serious Games (JCSG 2016), pg 13-24. Springer. [PDF]
• Southgate, E. and Smith, S. P. (2016). Gamifying adult literacy learning with apps: reflections on the ‘state-of-the-art’ to the ‘state-of-the-actual’. Paper presented at  The Students Transitions Achievement Success and Retention (STARS) Conference. [PDF].
• Southgate, E. and Smith, S. P. (2016). Pedagogical theory and embodiment: Some provocations for virtual and augmented reality in education. Paper presented at  IEEE VR 2016 Workshop on K-12 Embodied Learning through Virtual & Augmented Reality (KELVAR). [PDF].
• Southgate, E. and Smith, S. P. (2016). Practice guide: Ideas for using Apostrophe Power and Sentence Hero. DICE Report Series, Number 2. Newcastle: DICE Research. [PDF]
• Southgate, E., Smith, S. P., Smithers, K. & Budd, J. (2016). Serious games and learning: An annotated bibliography. DICE Report Series, Number 1. Newcastle: DICE Research. [PDF]

• Buchanan, R., Holmes, K., Preston, G., and Shaw, K. (2015). From the Local to the Global: Taking account of context in the push for the technologisation of education. In N. Johnson, S. Bulfin & C. Bigum (Ed.s). Critical perspectives on technology and education, (pp. 227-244). Melbourne: Palgrave MacMillan. [PDF]
• Gore, J, Holmes, K, Smith, M, Southgate, EL, Albright J 2015, Socioeconomic status and the career aspirations of Australian school students: Testing enduring assumptions, The Australian Educational Researcher, vol. 42, no. 2, pp. 155-177. [PDF]
• Smith, S. P., Blackmore, K. and Nesbitt, K. A meta-analysis of data collection in serious games research. In C. S. Loh, Y. Sheng, & D. Ifenthaler (Eds.), Serious Games Analytics: Methodologies for human performance measurement, assessment, and improvement. Chapter 2, pg 31-55. New York, NY: Springer. [PDF]
• Smith, S. P., Hickmott, D., Bille, R., Burd,E., Southgate, E., and Stephens, L. Improving undergraduate soft skills using m-learning and serious games, IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE 2015), pg230-235, IEEE. [PDF]
• Southgate, E., Smith, S. P., Stephens, L., Hickmott, D., and Bille, R.. Interdisciplinary opportunities and challenges in creating m-learning apps: Two case studies, Ascilite 2015, Curtin University, Perth.

• Buchanan, R. & Southgate, E. (2014). It’s more than computer hubs: Equity and learning in higher education, European Access Network Conference, Edinburgh, Scotland.
• Buchanan, R. and Chapman, A. (2014). The political ontology of cyborgs: Considering implications of posthumanism for Education. Creative Approaches to Research, 7, 7-20. [PDF]
• Southgate, EL, Douglas, H, Scevak, JJ, MacQueen, S, Rubin, JM, & Lindell C. (2014), The academic outcomes of first-in-family in an Australian university: An exploratory study, International Studies in Widening Participation, vol. 1, pp. 31-45. [PDF]

2013

• Holmes, K., Preston, G.D., Shaw, K., and Buchanan, R. (2013). ‘Follow' Me: Networked Professional Learning for Teachers, Australian Journal of Teacher Education, 38 54-65. [PDF]

• Buchanan, R. (2012). Digital dilemmas and professional practice: implications for pre-service teacher ethics education, Teacher Education Dialogue Conference, Coffs Harbour, NSW.
• Buchanan, R., Holmes, K., Preston, G., & Shaw, K. (2012). Shifting horizons: A critical examination of projects, policy and progress towards digital education in Australia, Critical Perspectives on Learning with New Media Conference, Melbourne, VIC.
• Chapman, A. & Buchanan, R. (2012). FYI…Virtual Space has a Context: Toward an Alternative Frame for Understanding Cyberbullying in S. Saltmarsh, K. Robinson & C. Davis (Ed.s) Rethinking School Violence: Theory, Gender, Context (pp. 56-68). Basingstoke, GB: Palgrave McMillan. [PDF]
• Macqueen, SE, Southgate, EL, Scevak, JJ & Clement, ND. (2012), It’s HEPPP to be fair! Approaches to supporting the learning and well-being of low SES students in higher education, Proceedings AARE 2012, Sydney, NSW. [PDF]

• Buchanan, R. (2011). Paradox, promise and public pedagogy: Implications of the federal government's digital education revolution, Australian Journal of Teacher Education, 36(2), 67-78. [PDF]

• Buchanan, R. & Chapman, A. (2010). Globalisation and social justice: The exploitation of the digital native', Learning for Life: Sustainability, Global Citizenship and Social Justice. SEAA Biennial Conference with SASOSE Annual Conference, Adelaide, SA. [PDF]
• Kirby, DM, Dluzewska T, & Scevak JJ. (2010), An online resource to support first year students’ psychosocial and academic transition, Proceedings of the 13th Pacific Rim First Year in Higher Education Conference, Adelaide, SA. [PDF]

• Buchanan, R. & Chapman, A. (2009). Dialogue and difference: The sorry story of the digital native, PESA Conference 2009, Honolulu, Hawaii. [PDF]

External Links

• Website: The VR School Project
• YouTube video: Building your digital footprint
• Website: Centre of Excellence for Equity in Higher Education (UON)
• Website: The University of Newcastle (Australia)