Alexander Galloway is a Professor of Media, Culture, and Communication at New York University's Steinhardt School. His work bridges philosophy, technology, and cultural studies, focusing on digital media's sociopolitical implications. He has held visiting positions at Harvard University (2016) and the University of Pennsylvania (2012). Research interests include media archaeology, algorithmic culture, critical theory, and the philosophy of mediation. Notable collaborations include projects with RSG (Carnivore, Kriegspiel) and co-authorship of Excommunication: Three Inquiries in Media and Mediation . His writings have been translated into 11 languages and recognized with major awards like the Golden Nica (2002) and Creative Capital Grant (2006). Teaching includes courses on creative coding, media archaeology, and Western Marxism's cultural impact. Over 200 international lectures and 4 major monographs highlight his academic contributions.
Dr. Mitchell McEwan is a Senior Lecturer in the School of Computing at Macquarie University, serving as Course Director for the Bachelor of Game Design and Development and Deputy Director of the Games User Research Lab. He co-founded TBD Game Company, which developed the iOS game Endless Runner X. His research focuses on Games User Research, Game Design, Virtual Reality, and Ethical Gameplay, emphasizing accessibility and interactivity. Education: Bachelor of Fine Arts in Acting, Rutgers University Master of IT in Game Design, Queensland University of Technology (QUT) PhD in The Influence of Naturally Mapped Control Interfaces for Video Games on the Player Experience, QUT Research Interests: Games Ethics, Accessibility, and User Experience Virtual Reality and Natural User Interfaces Systemic Play and Moral Decision-Making Cybersecurity Ethics Training Professional Exploitation in Gaming Current Projects: Welcoming Trans and Gender Diverse Players (2022–2028) Cybersecurity Ethics Training Simulations (2019–2023) Social Eye Gaze in Virtual Agents Videogames for Vision Science Lab and Team Involvement: Games User Research Lab Performance and Expertise Research Centre Former member of QUT’s Games Research and Interaction Design Lab
Simon Colton is a Professor of Computational Creativity, Games, and Artificial Intelligence at Queen Mary University of London, affiliated with the School of Electronic Engineering and Computer Science. His research focuses on AI-driven creativity in domains like music, game design, and visual arts, emphasizing generative techniques and philosophical aspects of creative systems. He leads projects in automated composition, procedural content generation, and interdisciplinary AI applications. Education: Extensive background in AI and computational creativity, with a focus on generative systems. Research Interests: Computational Creativity, Generative AI, Music Generation, Game Design Automation, and Neuro-Symbolic Systems. His work explores how AI can autonomously create artistic content, including music, games, and visual art, with notable contributions to frameworks like ANGELINA for game design and The Painting Fool for automated art. Recent projects include AI-driven music composition and tools for creative support (e.g., Gamika, Danesh). Key grants include the £3M EPSRC-funded IGGI2 Centre for Doctoral Training, focusing on Intelligent Games and Game Intelligence. His lab, the Centre for Multimodal AI, advances research in cross-modal AI creativity.
Benjamin D. Stephenson is a **Teaching Professor** in the **Department of Computer Science** at the **University of Calgary**, within the **Faculty of Science**. His research focuses on **computer science education**, particularly in curriculum design, assessment strategies, and innovative teaching methods. **Education**: Ph.D. in Computer Science, University of Western Ontario (2006) B.S. in Computer Science, University of Western Ontario (2001) **Research Interests**: Stephenson emphasizes practical approaches to improving student learning outcomes in computer science through technologies like automated programming exam systems and coding demonstration videos. He also explores metacognitive strategies via 'exam wrappers' to enhance student self-assessment. **Awards**: 2018 Faculty of Science Educational Leadership Award 2015 Early Career Scholarship Excellence Award 2015 Best Poster Award at the University of Calgary Conference on Postsecondary Learning and Teaching **Teaching**: Coordinates courses such as **CPSC 585 Games Programming**. Advocates for evidence-based teaching practices and contributes to national conferences on computing education.
Andrew Ching, PhD (University of Minnesota), is a full professor at the Johns Hopkins University's Carey Business School with joint appointments in the Department of Economics and the Bloomberg School of Public Health. He co-founded the Digital Business Development Initiative (DBDI) and holds roles in Hopkins Business of Health Initiative and the Canadian Centre of Health Economics. Prior roles include faculty positions at University of Toronto and Ohio State University, along with visiting professorships at UCLA, Cornell, and others. He serves on editorial boards for journals like Marketing Science and Management Science , and Hong Kong Research Grant Council's Business Studies Panel. His research focuses on structural models analyzing consumer and firm behavior under complex environments, including rational inattention, exploration-exploitation dilemmas, and bounded rationality. Applications span prescription drug demand, nursing home markets, technology adoption, payment methods, and video game markets. Recent work integrates AI/ML tools for adaptive learning modeling. Key awards include the Young Economist Award (European Economic Association), SSHRC grants, and Distinguished Visiting titles at CUHK and Peking University. His students have won MSI and ISMS dissertation awards. Articles appear in Econometrica , Marketing Science , and Management Science . Education includes a PhD in Economics from the University of Minnesota, MAs from Minnesota and UBC, and a BA from ANU. Teaching focuses on customer analytics and health marketing.
William Irwin is a prominent philosophy professor at King's College in Pennsylvania, specializing in the intersection of philosophy and popular culture. He has pioneered the academic exploration of philosophical themes in television shows, movies, comic books, and other forms of popular media, making complex philosophical concepts accessible to broader audiences. Dr. Irwin's work bridges continental and analytic philosophy, with particular emphasis on interpretation theory, aesthetics, and existentialism. His scholarship demonstrates deep expertise in multiple philosophical traditions while maintaining accessibility for non-specialist readers. Irwin's research primarily focuses on philosophical interpretation, intentionalism in literary theory, and the application of philosophical frameworks to popular culture. He has been instrumental in establishing 'philosophy and pop culture' as a legitimate academic subfield, demonstrating how television shows like The Simpsons , Seinfeld , and Heroes , as well as films from The Matrix to Mad Max , contain rich philosophical content worthy of scholarly analysis. His work argues that popular culture isn't merely entertainment but a valuable medium for exploring fundamental philosophical questions about ethics, metaphysics, and the human condition. His publications reveal a consistent interest in authorial intention, interpretation theory, and the philosophy of literature. More recently, his work has expanded to examine philosophical dimensions of newer media like video games ( BioShock ) and streaming content ( Black Mirror ), demonstrating the evolving nature of his scholarly inquiry. Defended intentionalist interpretation in 'Intentionalist interpretation: a philosophical explanation and defense' (1999) Advanced extreme actual intentionalism in 'Authorial Declaration and Extreme Actual Intentionalism: Is Dumbledore Gay?' (2015) Developed unique philosophical perspective in 'The Free Market Existentialist' (2015) Dr. Irwin has been a strong advocate for public philosophy, arguing in works like 'Writing for the Reader' (2014) and 'Fancy taking a pop?' (2010) that philosophers have a responsibility to make their work accessible beyond academic circles. He contends that popular philosophy doesn't have to be 'dumbed down' but can maintain intellectual rigor while reaching broader audiences.
Heidi Hautopp is an Associate Professor at the Department of Culture and Learning, Faculty of Humanities and Social Sciences, Aalborg University, Copenhagen. Her work integrates visual methods and design approaches in higher education and organizational contexts, with a focus on hybrid teaching formats through the Nordic Visual Studies and Art Education (NoVA) master's program. PhD from Aalborg University (2018-2022) on graphic facilitation Teaches IT, learning and organizational change (ILOO), Learning and change processes (LFP), and Communication and digital media programs Co-founder of the Danish Play Think Tank promoting creative approaches in education Her research examines how visual tools like graphic facilitation and video prototyping can drive educational innovation. Recent work explores AI image generation in design and hybrid PBL models for arts education. Publications span both empirical studies and methodological frameworks. Principal investigator in projects like Emergency AI and Sustainable Development Lab Active in conferences on networked learning and arts-based research Collaborates across disciplines including organizational development and sustainability
Luke Brick is a Lecturer in Sports Performance Analysis at Hartpury University, Department of Sport, where he joined in July 2020. He serves as Programme Manager for the MSc in Applied Performance Analysis in Sport and leads key modules including Contemporary Issues in Performance Analysis, Performance Analysis within the Coaching Process, and Postgraduate Industry Placement Experience. Education: BSc (Hons) in Sports Performance Analysis, Cardiff Metropolitan University (awarded 2016) MSc in Sports Performance Analysis, Cardiff Metropolitan University (awarded 2018) PgCert in Professional Academic Practice, University of West London (awarded 2022) Luke’s research focuses on the role of video feedback in coaching, identifying performance variables that differentiate successful and unsuccessful teams, and evaluating teaching development programs in higher education. His work bridges applied sports science with pedagogical innovation in academic settings. His recent publication and conference activities center on academic professional apprenticeships and the integration of live briefs and problem-based learning (PBL) in postgraduate sport analysis education, indicating a strong interest in experiential and reflective teaching practices. Scientific Awards: Fellow of Advance HE Luke supervises postgraduate dissertations and applied research projects, supporting students through industry placements and practical performance analysis opportunities. He has collaborated on research and presentations with colleagues on teaching development and academic practice. Although no specific grants are listed, his work reflects engagement with knowledge exchange and professional partnerships. Luke is actively involved in academic and professional networks, regularly presenting at conferences and organizing workshops such as 'How We Play: Game to Grass'. His external consultancy with World Rugby (2015–2022) highlights his integration of real-world performance analysis into academic teaching and research.
Dr. Damien Anderson is a Teaching Professor in the Computer and Information Sciences Department at the University of Strathclyde. He serves as Programme Leader for the MSc in Software Development and has been affiliated with the university since 2011, completing both his undergraduate (BSc in Software Engineering, 2015) and doctoral studies (PhD in General Video Game Playing, 2020). His research focuses on AI applications in video games, gamification, and ensemble decision systems. He actively supervises PhD students in areas like General Video Game Playing and AI in Interactive Education. Anderson’s work emphasizes leveraging game mechanics to enhance education through gamification, aiming to make learning more engaging and resilient. He has contributed to projects such as AI in Early Learning and AI on the Assembly Line , funded internally at the university. His research has been published in venues like GECCO and IEEE Congress on Evolutionary Computation, with topics ranging from evolutionary algorithms to deceptive game strategies. He received the Robertson Medal (2016) and serves on peer-review panels for conferences like IEEE Conference on Games. His activities include education outreach programs like the Accelerate Schools Computer Science Challenge.
Marçal Mora Cantallops is a Visiting Professor at the Department of Computer Science, University of Alcalá. His research focuses on artificial intelligence, data science, social network analysis, and education technology. He holds a PhD from Universidad de Alcalá with a thesis on player experience in MOBA games (2018), supervised by Dr. Miguel Ángel Sicilia Urbán. His work bridges computational methods with societal applications, including healthcare innovation, digital transformation, and ethical AI education. Research Interests: Dr. Cantallops explores AI ethics, quantum computing applications, and the intersection of technology with culture and education. Notable themes include the preservation of gaming history, predictive analytics using social media (e.g., Twitter), and metacognitive scaffolding in e-learning. His studies often employ graph analytics and network analysis to uncover patterns in complex systems. Publications Trends: Recent work emphasizes trustworthy AI in healthcare, automated conversational agent design, and the role of Spanish innovation in retro gaming. Earlier research analyzed League of Legends player behavior and bacterial species modeling through clustering techniques. Awards: None explicitly mentioned in available texts. Grants & Advising: No specific grants or advisees listed. His contributions include collaborative projects with the I4 research group (Inteligencia, innovación, internet e información). Labs/Teams: Active member of the I4 research group at UAH, focusing on intelligence systems, internet studies, and information innovation.
Siiri Paananen is a University Teacher (part-time) and Doctoral Researcher at the University of Lapland's Faculty of Art and Design. She is affiliated with the Discipline-specific doctoral programme LUX and the Lapland User Experience Design research group. Her work focuses on Human-Computer Interaction (HCI), cultural heritage preservation, game design, virtual reality applications, and ethical technology integration in Indigenous contexts. Her research interests span participatory design methodologies, interactive museum technologies, and multiperspectival approaches to cultural storytelling. Key projects include "Xstory - Lapland narratives with experience technologies" (2023-2025) and "Muittut, muitalusat" (2020-2022), which explore digital storytelling and Sámi cultural narratives. She has also contributed to projects like "REBOUND TTK" (2023-2026), addressing Arctic resilience through co-creation. Paananen's articles emphasize ethical design in cultural heritage contexts, AI-driven creativity, and immersive technologies for historical accuracy. Recent work includes co-design frameworks for museums, robot-assisted public engagement, and decolonizing digital heritage practices. She received the Arctic Five Fellow award (2023-2024), recognizing her contributions to Arctic research partnerships. Her activities include organizing workshops on Arctic design education and sustainability, as well as visiting research at the Arctic University of Norway. She actively participates in conferences like UBISS and Aboagora, focusing on Indigenous perspectives and technological ethics.
Associate Professor Allison Mandrusiak is an academic in the School of Health and Rehabilitation Sciences at The University of Queensland. She holds roles such as Director of Teaching & Learning and is actively engaged in research and supervision. Her work focuses on clinical education, patient care, and healthcare equity, particularly in rural and Indigenous contexts. Education: BSc (Honours), PhD from The University of Queensland, and a Postgraduate Diploma in Higher Education. Research Interests: Prioritizes enhancing clinical education, improving patient education practices, and addressing disparities in healthcare access for rural and Indigenous communities. Her work also explores telehealth applications and interprofessional collaboration in healthcare training. Publications: Over 90 peer-reviewed articles, book chapters, and conference papers, emphasizing culturally safe care, rural health education, and clinical documentation. Recent work includes studies on new-graduate physiotherapists’ preparedness and telehealth in allied health training. Grants & Funding: Secured funding for projects like interprofessional feedback literacy, chronic disease management via active video games, and simulation-based learning initiatives. Supervision: Actively supervises PhD candidates in areas such as cultural safety in healthcare, rural practice preparedness, and ICU environment redesign. Completed supervisions include studies on patient education and functional outcomes in lower limb amputation. Labs/Teams: Engaged in initiatives like the Simulation in Health and Rehabilitation Education (SHaRE) project and collaborations on digital feedback systems in healthcare education.
Angela Rickard is a Lecturer/Assistant Professor at Maynooth University's School of Education. She serves as Course Leader for the Professional Master of Education (PME Year 2) program, coordinating modules across postgraduate and undergraduate levels. Her research focuses on integrating social justice principles into Initial Teacher Education (ITE), LGBTQ+ inclusive practices, and innovative pedagogical approaches like Team Teaching. She actively collaborates with institutions nationally and internationally to promote inclusive education and inter-sectoral partnerships between schools and youth organizations. Dr. Rickard holds a Doctorate in Education from the University of Bristol (2020), where her dissertation examined LGBTQ+ inclusion narratives in Irish secondary schools through narrative inquiry. She has extensive experience in digital learning initiatives, including the Dissolving Boundaries program and the Navigating Other Worlds (NOW) project exploring game-based learning in STEM education. Her publications span peer-reviewed journals, conference proceedings, and edited volumes, addressing topics such as cooperative teaching models, intercultural education through ICT, and teacher professional development. She contributes to policy dialogue through organizations like the Ubuntu Teacher Education Network and has authored reports for the FaSMEd and WorldWise Global Schools initiatives. Key collaborations include work with the Froebel Department of Primary Education, the Hamilton Institute, and international partners in the UK, Europe, and Asia. Her teaching emphasizes reflective practice, academic writing support, and bridging formal/informal educational sectors.
Stewart Jones is a Lecturer at the School of Arts and Creative Technologies, University of York, and a higher education lecturer with an international career spanning over twenty years. He holds a PhD in Creative Process Management and is an MBA graduate, integrating business and creative disciplines in his research and practice. His research interests focus on the Screen Industries, including creative project management management process frameworks operational effectiveness intellectual property rights business management His work bridges gaps between academia and industry, emphasizing interdisciplinary collaboration. Stewart's publications highlight expertise in digital creature rigging 3D animation screenwriting technical production setups project management methodologies His recent articles analyze creative processes across film, television, and video games, advocating for structured frameworks to enhance competitive advantage. As a consultant and leadership coach, he has held roles such as Executive Leadership Coach Consultant Producer Chief Executive Officer CG Supervisor spanning the UK, EU, USA, Australia, and New Zealand. He actively advocates for accessibility in business and the Screen Industries, mentoring organizations to reduce barriers for people with disabilities.
Madeleine Casad is a Senior Lecturer in the Department of Cinema & Media Arts at Vanderbilt University and serves as the Executive Director of the Vanderbilt Center for Digital Humanities. She is actively engaged in interdisciplinary research and academic leadership at the intersection of digital technology and humanistic inquiry. Education: PhD in Comparative Literature, Cornell University, 2012 Her research focuses on power, identity, and contested public memory across technologies of recording and storytelling, particularly in digital media. Her academic interests include digital humanities, race, gender, and technology, digital archives, cultural memory, and posthumanism. She has pioneered work in critical and computational digital humanities, emphasizing the ethical and political dimensions of digital methods in humanities scholarship. She has developed and taught innovative courses such as Digital Storytelling , Introduction to Digital Humanities , Media, Memory, Story , and Working with Data , integrating theory and practice. Her leadership at the Vanderbilt Center for Digital Humanities involves fostering experimental research through collaboration with the Office of the Vice Provost for Research Information Technology, the Data Science Institute, and the Vanderbilt University Libraries. From 2011 to 2016, she served as Associate Curator of the Rose Goldsen Archive of New Media Art at Cornell University, where she led outreach, education, and preservation efforts for a globally significant collection of new media art. Prior to Vanderbilt, she taught courses on cinema, literature, and video games at Cornell University and Ithaca College. She has extensive experience in academic program development, having directed graduate fellowship programs and created curricula for both undergraduate and graduate students in digital humanities. Her work emphasizes the conflicts and challenges inherent in applying digital methods to humanistic questions.
