جست‌وجوی استاد و پژوهشگر

Suna ÖZCANمشاهده پروفایل

استادیار

• Turkish Language Education
• Gifted Education
• Educational Psychology
• +۳ مورد دیگر

Suna ÖZCAN is an Assistant Professor at 29 Mayıs Üniversitesi, specializing in Turkish language education and pedagogical methodologies. Her research focuses on gifted education, social-emotional learning, and innovative teaching strategies such as Philosophy for Children (P4C). She holds a Doctorate from Yıldız Teknik Üniversitesi (2022), following her Graduate studies (2018) and Undergraduate degree from İstanbul Üniversitesi (2016). Her work examines topics including language anxiety in gifted students, refugee education dynamics, and the integration of visual poetry and digital tools in creative writing. She critiques Turkish textbook omissions regarding Balkan literature and investigates teacher burnout in Turkish language instruction for foreigners. Key themes in her 2023-2025 publications include: Application of P4C framework to enhance Turkish language learners' critical thinking & communication skills Analysis of metacognitive reading strategies among gifted vs. typically developing students Impact of traditional child games on social-emotional inclusion Evaluation of web-based speaking training methodologies No awards or grants are explicitly mentioned in the provided materials. Her advising record remains unspecified. She is affiliated with the university's full-time academic staff without indications of part-time roles.

Spyros Vosinakisمشاهده پروفایل

دانشیار

• Virtual Reality
• Augmented Reality
• Mixed Reality
• +۶ مورد دیگر

Spyros Vosinakis is an Associate Professor in the Department of Product and Systems Design Engineering at the University of the Aegean , Greece. He leads the Interactive Systems Design Laboratory and specializes in Virtual Reality (VR), Augmented Reality (AR), and their applications in education, cultural heritage, and serious games. Education: BSc in Informatics, University of Piraeus, Greece MSc in Computer Graphics & Virtual Environments, University of Hull, UK PhD in Informatics, University of Piraeus, Greece (2003) Research Interests: Focuses on immersive technologies for cultural heritage dissemination, natural user interfaces, and adaptive virtual environments. His work bridges digital humanities with interaction design, emphasizing embodied interaction and accessibility. Recent projects include VR applications for archaeological sites like Delphi, and AR installations for intangible heritage preservation. Publications: Over 70 peer-reviewed papers in journals like Virtual Reality , British Journal of Educational Technology , and International Journal of Computational Methods in Heritage Science . Themes include interaction design in VR, serious games for STEM education, and ethical representation of cultural heritage. Grants & Projects: Principal investigator in 11 R&D projects (3 as coordinator). Collaborates with UNESCO, EU initiatives, and museums on digital heritage preservation. Current work includes XR applications for industrial heritage and accessibility in virtual museums. Labs & Teams: Directs the Interactive Systems Design Laboratory , fostering interdisciplinary projects in HCI, game design, and heritage technology. Advises on industrial partnerships for AR/VR solutions in education and tourism.

Neta Shabyمشاهده پروفایل

مدرس

• Informal Science Learning Environments
• Emotional Engagement
• Learning Ecologies
• +۵ مورد دیگر

Dr. Neta Shaby is a Lecturer in Science Education at the Southampton Education School, University of Southampton, and a member of the Mathematics and Science Education (MaSE) research group. She holds a BSc in Life Sciences, MA and PhD in Science Education, and conducted postdoctoral research at Oregon State University and Ben-Gurion University of the Negev. Her research focuses on learning processes in informal environments, particularly emotional and social engagement in science museums and family learning dynamics. She emphasizes the learning ecologies approach, examining lifelong STEM learning across formal and informal settings. Dr. Shaby’s research methodologies include grounded theory, ethnography, and case studies. Her work explores how cognitive, affective, and physical engagement occurs in non-school settings like museums and outdoor activities. Notable contributions include studies on narrative-based pedagogy, emotional expression measurement via EDA, and cross-curricular curriculum design (e.g., Titanic disaster education). She has supervised PhD student Keqin Zha and collaborates internationally on projects like the ‘Impact Measuring Toolkit for Museums’. Received NARST Outstanding Doctoral Research Award (2020) Active in participatory research with museum practitioners and teacher collaboration initiatives Pioneer in analyzing STEM learning ecosystems for youth and families Her research also addresses post-pandemic digital adaptation strategies for informal science institutions and the role of body language in science museum engagement.

Stephen B Blessingمشاهده پروفایل

استاد

• Cognitive Psychology
• Educational Technology
• Artificial Intelligence in Education
• +۴ مورد دیگر

Stephen B Blessing is a Professor in the Psychology Department at the University of Tampa, affiliated with the College of Social Science, Mathematics, and Education. He holds a Ph.D. from Carnegie Mellon University (1996), an M.S. (1994), and a B.S. (1992) in Psychology. His research focuses on applying cognitive psychology to real-world contexts, including intelligent tutoring systems, museum exhibits, and decision-making in games. He has collaborated extensively with student researchers, producing impactful work in areas like educational technology and AI-driven learning systems. Notable contributions include the development of the extensible problem-specific tutor (xPST) framework and studies on how content influences problem-solving and decision-making. His publications span topics from authoring tools for intelligent tutors to the effects of masks on speech perception. Blessing has received awards for service, undergraduate research mentorship, and academic advising. His advising and grants emphasize student-led research, with projects highlighted at conferences like the Florida Undergraduate Research Conference (FURC). While no specific labs or teams are mentioned, his work integrates collaborative environments like museums and gaming contexts to enhance learning outcomes.

Seray Ibrahimمشاهده پروفایل

پژوهشگر

• Digital Health
• Human-Computer Interaction
• Assistive Technology
• +۵ مورد دیگر

Dr. Seray Ibrahim is a Researcher at King’s College London’s Department of Informatics, part of the Faculty of Natural, Mathematical & Engineering Sciences. She is affiliated with Dr. Petr Slovak’s research group, exploring technology-driven mental health interventions for children and families. Her work integrates human-computer interaction (HCI), assistive technology, and psychology to address challenges in communication, learning, and wellbeing for marginalized populations, including neurodivergent children and those with speech impairments. Education & Background: PhD in Education from UCL’s Institute of Education (IOE), funded by the ESRC. UKRI ESRC Postdoctoral Fellowship to advance stakeholder engagement in assistive communication design. Former NHS Speech and Language Therapist with over a decade of clinical experience in neurodisability and AAC. Research Focus: Seray’s interdisciplinary work emphasizes child-centered design, digital health interventions, and inclusive technologies. Key areas include: - Designing assistive communication tools for children with severe speech/physical differences - Parenting support systems leveraging AI and ecological momentary interventions - Ethical co-design methods with neurodivergent populations and marginalized groups Awards: Best Paper Awards at CHI and IDC conferences for contributions to HCI and child-focused design. Grants & Collaborations: Led the EU H2020-funded iRead Project, developing personalized reading apps for primary school children. Current work is supported by a UKRI Future Leaders Fellowship exploring real-time mental health support via technology. Collaborates with clinicians, educators, and industry partners to ensure impactful, evidence-based solutions. Labs & Affiliations: Active in King’s Human Centred Computing Research group. Honorary Research Fellow at UCL and Visiting Research Fellow at CYENS Cyprus Institute. Engaged in interdisciplinary initiatives bridging clinical practice, education, and technology.

• Requirements Engineering
• Natural Language Processing
• Machine Learning
• +۴ مورد دیگر

Dr. Başak Aydemir is an Assistant Professor at the Department of Information and Computing Sciences , Faculty of Science, Utrecht University. She works in the Software Production Group , focusing on applying Natural Language Processing , Machine Learning , and Artificial Intelligence to Requirements Engineering problems. She obtained her Ph.D. from the University of Trento in 2016 and previously worked at Bogaziçi University (2018-2024) before rejoining Utrecht University. Software Development Requirements Engineering Conceptual Modeling Natural Language Processing Life Sciences Her research explores Requirements Engineering through NLP and AI, with recent work on Large Language Models for domain model generation, Robotic Tutors for interview training, and Creativity Techniques in requirements workshops. She investigates ethics-aware systems and multi-agent planning , emphasizing software quality and empirical validation. Recent publications span IEEE RE , REFSQ , and Empirical Software Engineering journals. Key trends include NLP-driven requirement analysis , interactive training systems , and gamified platforms for change management. She co-organized the AIRE 2024 and NLP4RE 2021 workshops. She teaches courses in Method and Model-Driven Engineering , contributes to Business Informatics programs, and is available at Room 5.82, Buys Ballot Building, Utrecht.

Lakshmi Prayagaمشاهده پروفایل

دانشیار

• Educational Technology
• Instructional Technology
• Robotics in Education
• +۷ مورد دیگر

Dr. Lakshmi Prayaga is an Associate Professor in the Department of Cybersecurity and Information Technology at the University of West Florida, part of the Hal Marcus College of Science and Engineering. She is based in Building 4, Room 437, and can be reached at lprayaga@uwf.edu . Education: Ed.D. in Instructional Technology, University of West Florida M.S. in Software Engineering, University of West Florida MBA, Alabama A&M University M.A. in Philosophy, Bangalore University, India B.A. in Liberal Arts, Osmania University, India Dr. Prayaga's research focuses on the integration of advanced technologies—such as robotics, augmented reality, 3D printing, data visualization, game programming, and computer-mediated simulations—into educational and workforce training contexts. Her work aims to enhance comprehension, develop cognitive skills, and make technology accessible through innovative platforms like tele-robotics. She emphasizes practical, hands-on learning experiences that bridge theory and application in instructional and applied technologies. Her recent publications reflect a strong trend in using interactive and immersive technologies to transform education and training. Topics include game-based learning, web development pedagogy, data visualization in social media, and the use of 3D printing and robotics in curricula. These works span disciplines such as computer science education, cognitive development, workforce technology, and instructional design, demonstrating a multidisciplinary approach to educational innovation. Scientific Awards: No awards listed in the provided text. Dr. Prayaga is actively involved in curriculum development and teaching graduate-level courses such as Information Engineering Technology, Exploring the Internet, Web Server Technologies, and Game Programming 2 (3D Game Studio), most of which she designed. She has co-authored books on robotics, Android app development, game programming, and web technologies. While specific grant funding and advisees are not mentioned, her extensive publication record and course leadership indicate a strong commitment to academic mentorship and research leadership. She contributes to advancing accessible and inclusive educational technologies, particularly through her tele-robotics platform, which reduces infrastructure costs and broadens access to robotics education. Her interdisciplinary work connects computer science, education, and cognitive science, positioning her as a key contributor to technology-enhanced learning environments.

Roger Travisمشاهده پروفایل

دانشیار

• Video Games
• Digital Culture
• Classics
• +۷ مورد دیگر

Roger Travis is an Associate Professor of Classics in the Department of Literatures, Cultures & Languages at the University of Connecticut. He serves as Director of the Video Games and Human Values Initiative , an interdisciplinary platform for exploring the intersection of video games and classical studies through symposia and collaborative discussions. Education : A.B., magna cum laude with highest honors in Classics , Harvard College, 1990 M.A. and Ph.D. in Comparative Literature, University of California, Berkeley, 1992 & 1996 Research Interests span the integration of video games and digital culture with classical texts, focusing on Homeric epic, Greek tragedy, and historiography. He pioneers practomimetic learning , an educational approach using role-playing games (RPGs) and alternate reality games (ARGs) to teach curricula narratively. Travis has contributed to discussions on the narrative structures of the 19th-century British novel, the HALO series, and massively multiplayer online role-playing games (MMORPGs). He co-founded the collaborative blog Play the Past and maintains Living Epic , examining parallels between ancient epic and modern gaming. Leadership Roles : President, Classical Association of New England President, Classical Association of Connecticut Contact: roger.travis@uconn.edu | Office: Oak 230 | Office Hours: Tuesday/Thursday 9:50-10:50 or by appointment

• Artificial Intelligence
• Human-Computer Interaction
• Robotics
• +۱۲ مورد دیگر

Hatice Köse is a Professor at Istanbul Technical University in the Department of Artificial Intelligence and Data Engineering within the College of Computer and Informatics. She holds a PhD in Computer Engineering from Boğaziçi University and has been a key figure in advancing AI applications for human-centered technologies, particularly in assistive robotics and human-computer interaction. PhD in Computer Engineering, Boğaziçi University (2000–2007) MSc in Computer Engineering, Boğaziçi University (1997–2000) BSc in Computer Engineering, Boğaziçi University (1993–1997) Her research focuses on Artificial Intelligence , Human-Robot Interaction , and Assistive Technologies , with a strong emphasis on applications for children with autism and hearing impairments. She explores affective computing, emotion recognition using facial and physiological signals, and multimodal interaction frameworks. Her work integrates deep learning, signal processing, and robotics to develop inclusive technologies. Recent publications highlight trends in lightweight AI models for edge devices , gaze and emotion detection in children , and explainable machine learning in medical diagnosis . Her articles span top venues in AI, robotics, and multimodal interaction, reflecting a consistent focus on socially beneficial AI systems. EELISA Project Diversity Reward (2023) Best Paper Award, INISTA 2020 İTÜARI Teknokent Graduation Design Project Competition (2016) Necdet Eraslan Project Competition Honorable Mention (2011) Professor Köse has led numerous research projects funded by TÜBİTAK, EU, and university programs, including initiatives on AI-enabled manufacturing, teaching technologies to children with neurodevelopmental disorders, and sensor-based digital biomarkers for early detection. She has supervised multiple graduate students and research assistants, contributing to the development of next-generation AI researchers. She has also held administrative leadership roles such as Department Head and Education Coordinator. She is actively involved in research labs and teams focusing on socially assistive robotics , affective computing , and AI for accessibility , fostering interdisciplinary collaboration across computer science, psychology, and education.

Reneta D. Lansiquotمشاهده پروفایل

استاد

• Interdisciplinary education
• Educational technology
• Game-based learning
• +۵ مورد دیگر

Dr. Reneta D. Lansiquot is a Professor and Founding Program Director of the Bachelor of Science in Professional and Technical Writing at New York City College of Technology (City Tech). She holds a PhD in Educational Communication and Technology from New York University and has taught at both graduate and undergraduate levels. As Co-Director of the Interdisciplinary Design Game-Based Learning Lab (ID GBL²), she focuses on integrating technology, storytelling, and interdisciplinary pedagogy. AAS & BTech in Computer Systems from City Tech MS in Integrated Digital Media from NYU Tandon School of Engineering PhD in Educational Communication and Technology from New York University Her research explores interdisciplinary education, game-based learning, and technological integration in pedagogy. She has authored publications on computational thinking, virtual place-based learning, and STEM pedagogy. Recent work emphasizes gamification in technical writing and problem-solving contexts. Dr. Lansiquot co-edited multiple interdisciplinary publications and received the 2021 NSCS Chapter Co-Advisor Team of the Year award. She serves as the 2018–2019 Scholar on Campus and has secured grants from the National Science Foundation and FHI 360.

• Linguistic Pragmatics
• Historical Linguistics
• Language Education
• +۵ مورد دیگر

Fatima Maria Faya Cercueiro is a Professor at the University of Santiago de Compostela, affiliated with the Faculty of Education Sciences and the Applied Didactics Department. Her research focuses on linguistic pragmatics, historical language change, and educational methodologies, particularly in CLIL (Content and Language Integrated Learning) and gender-sensitive pedagogy. She is part of the VLCG research group studying linguistic variation and change. She earned her doctorate from the University of Santiago de Compostela with a thesis on 'Courtesy markers in requests: The case of pray and please in Late Modern English (2013)', supervised by Dra. Belén Méndez Naya. Her work bridges historical linguistics and applied language education, emphasizing pragmatic competence and inclusive teaching practices. Key research areas include: language mediation in primary education, corpus-assisted analysis of learner experiences, technology integration (e.g., Socrative, BYOD clickers), and gender representation in children’s literature. She has contributed to developing the Toledo Teacher Trainees corpus (TTT) and explores innovative methods for bilingual education and academic writing instruction. Her recent publications address inclusive language practices, the role of picturebooks in pragmatic learning, and leveraging ICT tools for peer assessment. She advocates for transformative, equitable approaches to language teaching in diverse educational settings.

• Human-Computer Interaction
• Accessibility and Inclusive Design
• Assistive Technologies
• +۱۲ مورد دیگر

Kirsten Ellis is an Associate Professor in the Department of Human Centred Computing at Monash University's Faculty of Information Technology. Her work bridges creative technology and social impact, focusing on designing accessible systems for people with diverse abilities. She leads research in human-computer interaction, inclusive design, and STEM engagement for marginalized communities. PhD in Information Technology, Monash University (2008) Masters of IT (Research), Monash University (2002) Bachelor of Applied Science in Information Management, Deakin University (1995) Her research centers on inclusive technology , with key themes in accessibility for people with intellectual, sensory, and developmental disabilities , sign language education , early childhood technology interaction , and digital health . She pioneers the use of maker technologies—such as eTextiles, conductive blocks, and modified consumer devices—to create engaging, hands-on STEM experiences for all. Her work emphasizes co-design with communities and real-world impact, particularly through mobile makerspaces like the MakerVan. Recent publications highlight her contributions to accessible gallery experiences, telehealth rehabilitation, WaterHCI, and inclusive education tools. Her research outputs are frequently published in top-tier venues such as CHI, ASSETS, and ICCHP, reflecting strong engagement with the global accessibility and HCI communities. Good Design Award, Social Impact (2024) Eureka Prize for STEM Inclusion (2022) Women in Tech – Social Impact Advocacy Award (2023) 2nd prize, Make: Amazing Maker Awards - Education category (2022) Kirsten has led multiple competitive research grants, including projects on accessible making, online inquiry learning, and digital health. She supervises research students and collaborates widely across disciplines. She also contributes to education as Chief Examiner for FIT3149 Maker Lab and lecturer in website authoring, industry-based learning, and IT professional practice. Her lab initiatives, such as the MakerVan, deliver STEM outreach directly to disability communities across Victoria, emphasizing equity and empowerment.

• Critical Care Nursing
• Clinical Decision-Making
• Health Professions Education
• +۵ مورد دیگر

Patrick Lavoie is an Associate Professor at the Université de Montréal's Faculty of Nursing Sciences and a research scholar at the Montreal Heart Institute. His research focuses on critical care nursing education, clinical decision-making, and innovative teaching methods like simulation and virtual reality. He holds a PhD (2016) and MSc (2012) from Université de Montréal, a BSc from Université de Sherbrooke (2008), and completed a postdoctoral fellowship at Boston College (2018). Research Interests: His work explores how nurses and healthcare professionals develop clinical judgment in high-stakes scenarios, leveraging eye-tracking technology and simulation to study decision-making during cardiac arrest, hemorrhage, and critical care transitions. He also investigates anti-racist pedagogy, serious games, and immersive technologies in healthcare education. Grants & Projects: Leading projects funded by FRQS, CRSH, and FCI, including a mobile eye-tracking lab for clinical judgment analysis. Current initiatives include improving hemorrhage management education and understanding cognitive processes in trauma simulations. Awards: 2023 Louise-Dandurand Award, 2022 Elsevier Leadership Award, 2019 Innovation Prize for Simulation Center creation Labs: Montreal Heart Institute Nursing Research Lab, CIFI-AP Innovation Center Teaching: Offers courses on innovative nursing education strategies and supervises master's/PhD students in clinical decision-making and simulation design.

Emily Kangمشاهده پروفایل

استاد

• Science Teacher Education
• Next Generation Science Standards (NGSS)
• Effective Professional Development Models for Science Teachers
• +۷ مورد دیگر

Emily Kang is an Associate Dean for Academic Affairs at the Ruth S. Ammon College of Education and Health Sciences at Adelphi University. She holds a PhD in Education from the University of California Santa Barbara (2009), an MA in Education from Chapman University (2003), and a BA in Biological Sciences from the University of Southern California (1997). A certified science educator in California, she focuses on science teacher education, Next Generation Science Standards (NGSS), and supporting English learners in science. Education: PhD in Education, University of California Santa Barbara (2009) M.A. in Education, Chapman University (2003) B.A. in Biological Sciences, University of Southern California (1997) California Teaching Credentials: Multiple Subject (Childhood), Biology (Adolescent), General Science (Adolescent) Her research spans science teacher education , NGSS implementation , and professional development models . She explores how elementary teachers enact NGSS practices, scaffolding explanation and argumentation in linguistically diverse classrooms, and integration of science with language instruction. Her work emphasizes equity in education , particularly for multilingual learners , and combines STEAM pedagogy with community-based projects. Recent publications include studies on NGSS alignment , academic language development , and co-teaching practices . She has secured significant grants, including a $1.2 million NSF grant for the Robert Noyce Teacher Scholarship Program and a $1.24 million SUNY grant for teacher recruitment. Her awards include STANYS Excellence in Science Teaching (2019) and the Eugene Cota-Robles Fellowship . She mentors graduate students in science education and collaborates with institutions like the Long Island Children’s Museum and New York City Department of Education .

• Philosophy of Religion
• Christian Apologetics
• Worldview Studies
• +۷ مورد دیگر

Darrell Dooyema serves as Affiliate Faculty in Philosophy within the College of Adult and Graduate Studies – School of Biblical Studies and Theology. He teaches courses in Philosophy, Apologetics, and Worldview at both undergraduate and graduate levels, focusing on helping students engage with profound life questions from a Christian intellectual perspective. Educational Background: D.Min. in Philosophy/Theology, Talbot Theological School M.A. in Philosophy of Religion, Denver Seminary B.A. in English Literature, Wheaton College Dr. Dooyema's research and teaching center on the intersection of faith and reason, with a strong emphasis on Christian apologetics, the philosophy of religion, and worldview analysis. His work critically engages with modern skepticism, comparative religion, and the legacy of thinkers like Wittgenstein. He advocates for thoughtful, civil dialogue in religious and philosophical discourse. His recent publications and presentations reflect a consistent focus on defending the rationality of Christian belief, addressing the problem of evil, exploring the relationship between science and faith, and promoting intellectual rigor in religious education. Themes such as religious pluralism, divine providence, and the nature of religious language recur across his scholarly output. Selected Speaking Engagements: "Er Bibelen Farlig?: Is the Bible Dangerous?" – Skeptic Week Keynote, Bergen, Norway (2020) "Science & Faith: Friends or Foes?" – Delft University Navigators, Netherlands (2019) "God Gud, Ond Verden?" – Skeptic Week, Bergen, Norway (2018) "Joseph, Providence & the Problem of Evil" – L'Abri, Switzerland (2017) Dr. Dooyema is actively involved in student ministry and global outreach through The Navigators, where he has served for over two decades. He co-founded the Elvheim project in Norway, which provides a context for students to explore faith, engage in cross-cultural experiences, and develop intellectual discipleship. Though no formal advising or grant activity is documented, his ministry and teaching reflect a deep commitment to mentoring students in faith and reason. His work bridges academic theology and practical ministry, emphasizing civil dialogue, critical thinking, and spiritual formation in a global context.