Dr. Iryna Heiets is a Senior Lecturer in Aviation at RMIT University's School of Engineering and serves as Program Manager for the BP070 Bachelor of Applied Science (Aviation) and BP284 dual-degree programs. She holds a PhD from the National Aviation University (Ukraine), with postdoctoral research at Université de Montpellier and Embry-Riddle Aeronautical University. Her research focuses on air transportation management, aviation strategy, game theory, coopetition, airline marketing, and operations. She teaches six courses annually across Melbourne, Singapore, and Hong Kong, emphasizing blended learning. Key grants include funding from Ukraine's Ministry of Education (2014), EU Commission (2015), RMIT's Global Business Innovation Fund (2019), and Australia-Ukraine Research Fund (2023). Research interests span aviation strategy, digital transformation in travel, and policy analysis. Industry collaborations include Qatar Airways and Singapore Airlines. Professional experience includes roles at National Aviation University and courses in aviation safety, EU regulations, and air service agreements. Teaching responsibilities include AERO2410, AERO2407, and other strategic aviation courses. Grants and partnerships highlight her global impact, while her articles address topics like UAV applications, digital twins, and airline alliances. She actively presents at international conferences and integrates cutting-edge technologies into classroom practices.
Debra K. Borkovitz is a Clinical Professor of Mathematics and Mathematics Education at Boston University. Her office is located in CDS 425. She is committed to innovative teaching methodologies, including mastery grading and ungrading, and advocates for inclusive educational policies accommodating students with chronic illnesses. Her research and writing focus on mathematics pedagogy, fraction operations, and the integration of technology in education. Dr. Borkovitz’s work emphasizes compassionate approaches to syllabus design and classroom management. She has explored challenges faced by educators and students with health issues, advocating for supportive academic environments. Her contributions include developing resources for fraction education, critiquing educational technologies, and creating engaging geometric visualizations through animations and interactive applets. Her publications span topics such as MOOCs in programming education, chronic illness management in academia, and problem-solving strategies in mathematics. She has also shared insights on adapting teaching practices during personal health challenges and fostering student engagement through creative methods. No scientific awards are listed for Dr. Borkovitz. Her advising and grant activities are not detailed in the available information. She maintains an active blog and has contributed to educational resources, including handouts on syllabus policies and fraction-based learning activities.
Dr. Robert Sean Pickersgill is a Senior Lecturer in Architecture at the University of South Australia (UniSA), specifically within UniSA Creative at the City West Campus. He serves as a Research Degree Supervisor and has maintained an active research profile since at least 2011, with publications extending through 2025. His academic work bridges theoretical architectural philosophy with practical digital implementation in educational contexts. Dr. Pickersgill's research program centers on digital technologies in architectural education, with particular focus on: Virtual and augmented reality applications for construction education Digital simulation environments for architectural learning The philosophical implications of digital representation in design The concept of 'monstrosity' in digital architectural forms Authenticity in virtual learning environments for construction His publication trajectory reveals an evolution from theoretical explorations of digital representation toward practical implementations in architectural education. The OnSite project represents his most sustained research effort, developing virtual site visit methodologies that address critical gaps in construction education. His recent work increasingly examines the philosophical dimensions of digital twins and their application in architectural pedagogy, showing sophisticated integration of Ihde and Verbeek's intentionality frameworks with practical educational concerns. As a Research Degree Supervisor, Dr. Pickersgill collaborates extensively with colleagues across disciplines, particularly with Damian Madigan, Andrew Lymn-Penning, and Rameez Rameezdeen. His work has been supported by educational grants including those from the Australian Office for Learning and Teaching, and has been presented at major international conferences including ACADIA and CDRF. Dr. Pickersgill is affiliated with UniSA's Natural and Built Environments Research Centre and contributes to architectural discourse through both practical implementations and theoretical explorations that challenge conventional boundaries between physical and digital architectural experiences.
Dr. Joi L. Moore serves as Associate Dean for Engagement & Outreach in the College of Education & Human Development and holds a Professorship in the School of Information Science & Learning Technologies at the University of Missouri. She is also affiliated with the MU Institute for Data Science & Informatics and the Black Studies Department. With a B.S. and M.S. from North Carolina State University and a Ph.D. in Instructional Technology from the University of Georgia, her expertise spans Learning Design, E-Learning, and Usability. Over 25 years of experience in instructional materials and digital media development underscores her contributions to educational technology. Her professional service includes presidential roles in the Minorities in Media Affiliate and the Association for Educational Communications and Technology (AECT). Research focuses on Electronic Performance Support Systems, Interactive Learning Environments, and Human-Computer Interaction in web application design. Notable projects include health informatics initiatives like medication timeline visualization and patient-centered clinical documentation. Educations: B.S. Computer Science, North Carolina State University M.S. Management (MIS), North Carolina State University Ph.D. Instructional Technology, University of Georgia Research Themes: Educational Technology & Usability Patient-Centered Health IT Cultural Competency in Digital Spaces Adult Learning & Professional Development Awards: Her leadership roles in national associations reflect her impact on educational technology policy and practice. Advising/Grants: Extensive mentorship and project management experience in educational technology projects, including agile methodologies for mobile applications. Labs/Teams: Active in MU’s Data Science Institute and interdisciplinary health informatics collaborations.
Dr. Zi Hong Mok is a Lecturer in Pharmacy at Swansea University Medical School, specializing in nanomedicine, drug formulation, and translational research. His work bridges scientific discovery with clinical application, particularly in dental therapies and drug delivery systems. He holds a PhD from King’s College London focused on calcium phosphate nanoparticles for enamel remineralization. Beyond academia, Mok has a background in both hospital and community pharmacy practice, integrating real-world experience into teaching. His interdisciplinary interests include connecting science with the arts, having performed as a dancer in major events like the Olympic Games Opening Ceremony. Research interests emphasize nanoparticle applications in drug delivery, with recent studies exploring particle size effects on bioavailability (2024) and mesalazine therapy for inflammatory bowel disease (2023). His educational research investigates patient-based learning models' impact on empathy and engagement (2024), reflecting his dual focus on pedagogy and clinical practice. Teaching contributions include core modules like 'Drugs & Medicines' and 'Patient-Centred Learning' across undergraduate pharmacy programs. Mok also supervises student research projects in emerging pharmacy areas such as digital pharmacy and public health. No scientific awards are explicitly listed, but his work demonstrates strong industry collaboration, evidenced by his industrial PhD and engagement with healthcare placements. Interdisciplinary outreach includes advocating for science-art connections through performance and educational outreach programs. His current projects likely explore precision pharmacy and interprofessional education innovations.
Dr. Savva Shanaev is an Assistant Professor and Lecturer in Finance at the Accounting and Financial Management Department within Newcastle Business School at Northumbria University. His research focuses on asset pricing, financial econometrics, market anomalies, alternative investments, cryptocurrency economics, and international finance. He has published in journals such as the European Journal of Finance and Finance Research Letters, and serves as a reviewer for ABS-ranked journals. He teaches modules on financial management, risk management, derivatives, quantitative finance, and mathematics, advocating for research-informed teaching and blended learning approaches. He leads an educational YouTube channel. Prior to Northumbria, he studied International Economics at Finance University in Moscow and worked as a consultant and researcher at Vneshekonombank, a Russian development bank. His hobbies include poetry, linguistics, European history, and gaming. Education: PhD in Accounting and Finance, Northumbria University (2021) BA (Hons) in Financial Management, Finance University, Moscow (2017) Research Interests: Savva’s work explores asset pricing, financial econometrics, cryptocurrency valuations, and market anomalies. He has contributed to understanding the impact of political risk in emerging markets and developed econometric tests for detecting herding behavior in analyst forecasts. His recent studies analyze the relationship between cryptocurrency values and regulatory policies, including US marijuana legislation. Teaching & Engagement: In addition to his academic roles, Savva actively engages in educational outreach via YouTube, focusing on quantitative finance and derivatives. His teaching integrates cutting-edge research with practical applications, emphasizing blended learning methodologies.
Medéia Veríssimo Silva De Araújo is an Assistant Professor at Universidade Portucalense Infante D. Henrique, holding a PhD in Tourism and a Master in Business Management from the University of Aveiro. She is affiliated with the Research Units REMIT (Economics, Management, IT) and GOVCOPP (Governance, Competitiveness, Public Policies). Her work focuses on sustainability, digitalization, territorial planning, and tourism marketing strategies. Education: PhD in Tourism (University of Aveiro), Master in Business Management (University of Aveiro). Research interests include overtourism mitigation, digital communication strategies, and the intersection of entrepreneurship education with sustainable development. She explores case studies in Portugal and Brazil, addressing challenges such as urban tourism management, hostel service quality, and coastal territory branding. Recent projects include analyzing Spanish media's portrayal of Portugal as a tourist destination and developing competency frameworks for tourism internships. Her publications span 20+ peer-reviewed articles and book chapters, emphasizing methodological innovations like netnography and bibliometric analysis. She has contributed to policy debates on tourism sustainability through works like the Limits of Acceptable Change (LAC) framework for Porto's historic center. Medéia collaborates with international researchers and institutions, focusing on interdisciplinary approaches to tourism challenges. Her work bridges academia and practice, aiming to enhance both theoretical knowledge and practical solutions in hospitality and destination management.
Ulla Richardson is a Professor at the Centre for Applied Language Studies, part of the Faculty of Humanities and Social Sciences at the University of Jyväskylä. She serves as Vice Head of Department and holds a docentship in experimental psycholinguistics and speech processing at the Department of Languages. Richardson leads the UNESCO Chair on Inclusive Literacy Learning for All and the secretariat of the GraphoWORLD Network of Excellence, while also directing the multidisciplinary GraphoLearn (GraphoGame)/Ekapeli research team. Fields of Interest: Reading and writing skill development, dyslexia, phonology, speech processing, evidence-based technology in language learning, and cross-linguistic literacy interventions. Her research focuses on creating and validating digital learning environments like GraphoLearn (info.GraphoLearn.com), which supports reading and spelling skill development in 30 languages. She has conducted extensive randomized controlled trials in diverse contexts, including India and China, and collaborates on projects like LearnDigi (funded by the Academy of Finland) to study digitalization’s impact on learning. Her recent publications highlight trends in randomized trials, computational frameworks for literacy assessment, and adaptive learning tools for multilingual settings. Scientific Awards: UNESCO Chair on Inclusive Literacy Learning for All Richardson actively advises multidisciplinary teams, including her leadership in the GraphoLearn Rime intervention studies and collaborations with researchers like Heikki Lyytinen. Her work spans neurocognitive predictors of reading outcomes, phonological awareness training, and global literacy initiatives. She contributes to projects such as Lohkanlihkku (Sámi language literacy) and LearnDigi, emphasizing technology’s role in education.
Kyle J. Hunt is an Assistant Professor in Management Science and Systems at the School of Management, University at Buffalo. He is affiliated with the Institute for Artificial Intelligence and Data Science and focuses on interdisciplinary research bridging academia and industry. Education: PhD in Industrial Engineering (Operations Research), University at Buffalo BS in Industrial Engineering, University at Buffalo His research integrates operations research, machine learning, and empirical methods to address challenges in security and defense, healthcare analytics, information management, and technology management. Key areas include attacker-defender games, pandemic decision-making, and misinformation detection during crises. Recent publications analyze adversarial belief formation, counterterrorism technology signaling, and open-set recognition algorithms. Research trends highlight interdisciplinary approaches combining game theory, machine learning, and policy analysis in security and public health contexts. Grants: STTR Phase 2: Machine Learning Detection and Response for Space Force Ground Systems ($540,000, Air Force Research Lab, 2024–2025) AMiRA: Assessing and Mitigating Risks in the Arctic ($460,000, Department of Homeland Security, 2024–2025) NSF DDRIG: Multi-target Technology Deployment in Attacker-Defender Settings ($15,325, 2022–2023) Professional affiliations include INFORMS, Association for Information Systems, INFORMS Information Systems Society, and INFORMS Decision Analysis Society.
Amy Mueller is an Assistant Professor of Learning Technologies at the University of Oklahoma, located within the Instructional Leadership and Academic Curriculum program under the Jeannine Rainbolt College of Education. Her work focuses on integrating educational technologies for pre-service and practicing educators. Prior to OU, she taught in a dual language immersion program and Head Start 4K classrooms, gaining experience in diverse urban settings. Her research emphasizes culturally and linguistically responsive education, Indigenous pedagogies, and liberatory approaches to teaching. Key areas include games-based learning, maker education, STEM education, and digital literacy. She critiques inequities in educational technology systems and advocates for community-centered design. Recent publications explore pandemic-era educational shifts, including librarians’ evolving roles and equity challenges in online schooling. Her work bridges theory and practice through design-based research and community action research methods. No formal grants or advising roles are explicitly listed in the provided materials. Labs/Teams: No specific lab affiliations are mentioned, though her research collaborations likely involve educational technology networks and Indigenous education partnerships.
Dr. Conor McKeown is a Lecturer in Digital Media at the University of Stirling's Communications, Media and Culture department. His research explores posthumanism, radical ecology, new materialism, and agential-realism within digital media and video games. He employs methods like philosophical inquiry, media archaeology, creative coding, and collaborative filmmaking to analyze how games reflect and shape human-environment interactions in an unstable world. Key research interests include the intersection of technology and ecological crisis, posthumanist ethics, and the materiality of digital media. His work challenges traditional boundaries between humans, technology, and nature, emphasizing games' potential as tools for fostering empathy and critical engagement. McKeown has published extensively on topics such as environmental game design, posthuman subjectivity in narratives like Disco Elysium, and the materiality of game mechanics. His contributions span peer-reviewed journals and critical essays, reflecting a commitment to interdisciplinary dialogue between media studies, philosophy, and environmental science.
Palmyre Pierroux is a Professor at the Department of Education, University of Oslo, specializing in learning practices across formal and informal education contexts. She leads research projects such as ‘Cultural Heritage Mediascapes’ and ‘Making Museums Relevant,’ focusing on digital media’s role in museums and schools. Her work bridges art, science, and architecture through design-based methods. Education: Dr. Polit., Master of Arts (Art History), Bachelor of Applied Arts (Environmental Design) Key Research Areas: Museum education, citizen science/humanities, digital learning environments, and participatory democracy in cultural institutions. Research emphasizes visitor engagement, collaborative learning, and knowledge co-creation. Over 40 publications span museum pedagogy, digital tools, and participatory practices. Supervised four PhD students exploring topics like maker spaces, ethical education through games, and museum learning. Active in grants including挪威研究委员会-funded projects and UiO strategic initiatives. Collaborates internationally on initiatives like the Museum Interaction Studies program with University of Tennessee.
Pedro Miguel Alves Fernandes is a PhD Student at the School of Communication, Arts and Information (ECATI) , Lusófona University, Lisbon. His research focuses on Game Design , Cultural Heritage , Neurodiversity , and Game-Based Learning . Education: Master in Game Design and Playful Media (2021-2023) and Bachelor in Videogames (2018-2021), both from Lusófona University. Pedro’s recent publications (2023-2025) explore topics like indie horror game design , playful ethics for neurodiverse groups , educational game engagement , and cultural game jams . His work integrates systematic reviews , co-creation , and accessibility research , particularly for neurodivergent and disabled individuals . His research outputs align with projects such as No Barriers (Erasmus+, 2022-2024) and ClimAID (Creative Europe, 2023-2025), focusing on social inclusion , climate change education , and media literacy . Collaborations span institutions like COFAC and HEI-LAB (Human Environment Interaction Lab).
Ana Filipa Oliveira is an Assistant Professor at Lusofona University and an Integrated Researcher at the Center for Research in Applied Communication, Culture, and New Technologies (CICANT). She coordinates the Bachelor Degree in Applied Communication at Porto University Center and holds a Ph.D. in Communication Studies from the University of Minho. Education: Ph.D. in Communication Studies (University of Minho, 2022) MSc in Marketing (U-MAIA) Bachelor's in Communication Sciences (FLUP) Her research focuses on youth civic engagement, digital media literacy, intergenerational approaches, and creative educational methodologies. She leads European projects ASAP and NewsArcade and coordinates the national project STORYline, while collaborating with NGOs and institutions to promote media literacy initiatives. Recent publications in journals like Media & Communication and Springer editions explore topics such as game-based learning, disinformation, and intergenerational media habits. She is actively involved in professional associations, including IAMCR and SOPCOM, and serves as associate director of Revista Comunicando .
Morris Siu-Yung Jong is a Professor at The Chinese University of Hong Kong's Faculty of Education, Department of Educational Administration and Policy. With over 100 publications from 2006 to 2025, he has established himself as a leading researcher in educational technology, particularly focusing on innovative applications of virtual reality, artificial intelligence, and game-based learning in formal education settings. His work bridges theoretical frameworks with practical classroom implementations, making significant contributions to how technology enhances teaching and learning experiences. Professor Jong's research interests span multiple cutting-edge domains in educational technology. He has pioneered work in spherical video-based virtual reality (SVVR) applications for education, developing frameworks for immersive learning experiences that transform traditional classroom instruction. His research on AI in education, particularly examining ChatGPT's impact on student engagement and language learning, positions him at the forefront of understanding how emerging technologies reshape educational practices. Additionally, his extensive work on game-based learning, flipped classroom methodologies, and STEM education integration demonstrates a comprehensive approach to technology-enhanced learning across multiple educational contexts and age groups. Analysis of Professor Jong's recent publications reveals a clear progression from foundational work in game-based learning to more sophisticated applications of immersive technologies. His research increasingly focuses on AI integration in educational settings, with a significant portion of his 2023-2025 publications examining ChatGPT's educational applications. The methodological approaches in his work have evolved from basic implementation studies to more sophisticated designs incorporating hierarchical linear modeling, longitudinal analyses, and systematic reviews, demonstrating growing methodological rigor and impact across the educational technology field. Professor Jong has made substantial contributions to educational research through his extensive publication record in top-tier journals including Computers & Education, British Journal of Educational Technology, and Educational Technology & Society. His work has significantly influenced how educators implement virtual reality, AI, and game-based approaches in classrooms worldwide. His research on teacher concerns, implementation challenges, and pedagogical frameworks provides crucial insights for successful technology integration in formal educational settings. Through his supervision of numerous research projects and collaborations with scholars worldwide, Professor Jong has fostered a robust research ecosystem focused on advancing educational technology. His work on design-based research approaches has provided valuable methodological frameworks for studying technology implementation in authentic educational contexts. His recent focus on AI in education positions him as a key contributor to understanding how emerging technologies can be effectively integrated into teaching and learning processes. Professor Jong's research laboratory focuses on immersive learning environments, with particular emphasis on spherical video-based virtual reality applications. His team has developed several innovative frameworks for implementing VR in educational settings, addressing both technical and pedagogical challenges. Current projects appear to focus on AI integration with immersive technologies, exploring how generative AI can enhance virtual learning experiences and support student engagement across various subject areas.
