Games-Based Learning Virtual Conference
www.gblconference.com

June 5-7, 2026

Dr. Katie Salen TekinbaşKatie is Professor and Vice Chair for Graduate Affairs in the Department of Informatics at the University of California at Irvine, a member of the Connected Learning Lab, and Executive Director and co-founder of Connected Camps.

She has expertise in the design of youth-centered online communities, and loves to collaborate with youth to develop tools, programs, and spaces that fit their needs and amplify their voices. Katie has been leading work designing caring and care(full) online environments that support adolescent wellbeing and is collaborating with a number of tech platforms to develop innovative approaches to prosocial community design and moderation. Katie is founding Executive Director of Institute of Play, a founding member of the Connected Learning Research Network, and led the design of Quest to Learn, an innovative New York City public school. Her books include Affinity Online: How Connection and Shared Interest Fuel Learning, Rules of Play, and The Game Design Reader.https://en.wikipedia.org/wiki/Katie_Salen
https://www.informatics.uci.edu/explore/faculty-profiles/katie-salen-tekinbas/
https://www.katiesalen.me/about
https://www.linkedin.com/in/katie-salen-0b5a1a31/

Designing for Playful Futures
Since the late 18th century, educators have looked to games as tools for engagement—ways to motivate learners, reinforce concepts, or deliver content in more interactive forms. But focusing on games as instructional tools risks overlooking something far more powerful: the culture and practice of playful design.Game designers do not simply build products; they design systems that invite exploration, experimentation, and meaningful action. Players learn by testing ideas, interpreting feedback, collaborating with others, and discovering possibilities within structured constraints. In this way, games model a form of learning that is iterative, social, and deeply participatory.This keynote explores what happens when we shift our perspective from using games to teach toward designing learning environments with the logic of play. Drawing on decades of work in game design and education, the talk will examine how concepts like meaningful play, player agency, and system thinking can inform the design of classrooms, communities, and digital spaces. At a moment when new technologies are reshaping both education and game production, revisiting the principles of play offers a way to imagine learning environments that are more inclusive, collaborative, and resilient.Session Keywords:
Playful Design, Meaningful Play, Player Agency, Systems Thinking, Participatory Learning, Learning Environment Design

What is the Games-Based Learning Virtual Conference?
The Games-Based Learning Virtual Conference (GBLVC) is an annual three day virtual event hosted by the Games-Based Learning Alliance (GBLA) and University XP.

Conference History
Since its debut in 2021, the Games-Based Learning Virtual Conference has run annually with sessions from leading academics and industry experts. Recent topics have included immersive teaching approaches, higher-order thinking through design, interdisciplinary games for literacy, and tools supporting inclusive, low-resource learning.

Conference Purpose
The purpose of the GBLVC is to connect academics, educators, designers, researchers, creators, and professionals in a space and time to share best practices using games, gamification, games-based learning, serious games, and applied games for teaching, training, education, and development.

Conference Dates
The conference takes place during the weekend over 3 days:
Friday June 5, 2026 - Sunday June 7, 2026

Conference Information
2026 conference information is available at: http://www.gblconference.com/

Where will the Games-Based Learning Virtual Conference be held?
The conference is held online, and completely virtually, using a combination of different digital tools to connect attendees, host networking, and provide and serve conference content.

Innovation, Inclusion, and Impact: The Evolving Future of Games-Based LearningAs games, technology, and learning continue to converge, the Games-Based Learning Virtual Conference explores how innovative design, inclusive practices, and measurable impact are reshaping the field of games-based learning.The 2026 conference invites educators, researchers, and creators to share bold ideas that push boundaries: from AI-driven design and low-cost development to socially transformative play. Together, we’ll examine how games can spark deeper learning, bridge divides, and empower change in classrooms, workplaces, and communities worldwide.

Spirituality, Psychedelic Experience and Patient Centered Simulation Worlds
Exploring new strategies for action adventure games in palliative careIn this session we will review the psychological data on the need for connectedness in game design for higher education. The new field of the neuroscience of spirituality explores the functions of the claustrum, the cingulate gyrus and the hippocampus in integration of behavioral change. For the past 15 years we have been producing complex gameworlds to train health care professionals. We will share our innovations, a. patient centered biography development for simulations, b. building labyrinths and open gameworlds to explore, integration of AI in production and c. how to create multi-layered narratives for deeper health care training. We have received millions in funding across Canada to implement this huge historical drama games. The forefront of integration is applied neuroscience and complexity theory in human decision making.Session Takeaways:
How to build gameworlds using LMS and other technologies such as Articy, Playmaker and Multibit platforms.
How to build multi layered narrative hero journeys using research on spiritual experience (not religious, but spiritual, huge difference).
How to rapidly training a workforce with action adventure serious games.Session Keywords:
Serious educational games, gameworlds, neuroscience of learning, varieties of spiritual experience, first nations learning, para hypnotic states in learning, emotional design

David Chandross
Interprofessional Educator, Game Designer
Pallium Canada
Currently, Dr. Chandross is an interprofessional educator at Pallium Canada, a professor of game design at Ontario Tech University and a member of the Computational Safety team at Toronto Metropolitan University. He has designed serious educational games for the UN, the WHO, University of Toronto, The Insurance Institute of Canada, Humber College, La Ka Shing Institute, Baycrest Health Sciences, the Ontario Ministry of Long Term Care and Health, The Canadian College of Naturopathic Medicine, The Michener Institute of Applied Health Sciences, George Brown College and Toronto Metropolitan University among dozens of other clients for over 40 years. . Degrees Held B.Sc. Hon. : General Sciences M.Sc.: Neuroscience M.Ed.: Higher Education Ph.D. : Curriculum in Higher Education
(LinkedIn): https://www.linkedin.com/in/david-chandross-b2655128a/
(Research Gate): https://www.researchgate.net/profile/David-ChandrossDr. Raquel Meyer
she/her/hers
Vice President of Learning
Pallium Canada
Dr. Meyer has spent her career as a senior administrator at Baycrest Health Sciences as the Director of the Center of Learning, Research and Innovation. She is an adjunct professor of Nursing at the University of Toronto and currently the Vice President of Education at Pallium Canada.

Making Learning VISIBLE: Empowering Equity Through Play
How Inclusion and Visibility Transform the Future of Educational PlayGames have the power to make learning visible—turning engagement into empowerment. Making Learning VISIBLE™: Empowering Equity Through Play explores how intentional game design and facilitation can unlock confidence, inclusion, and psychological safety for all learners. Drawing from the VISIBLE Framework™—Voice, Identity, Spotlight, Inner Work, Belief, Leverage, and Elevation—Sheena Yap Chan introduces a human-centered approach to games-based learning that builds trust and amplifies underrepresented voices. Participants will learn how to integrate reflective storytelling, inclusive mechanics, and social-emotional design to create learning experiences that go beyond skill acquisition to self-actualization. Through real-world examples and interactive discussion, this session demonstrates how visibility and belonging transform game-based learning from a teaching method into a movement for equity and empowerment. When learning becomes VISIBLE™, every player wins.Session Takeaways:
1) Apply the VISIBLE Framework™ to design inclusive, empowering learning games.
2) Use visibility and storytelling to strengthen equity in educational play.
3) Create psychologically safe environments that foster participation and confidence.Session Keywords:
leadership, visible, inclusivity

Sheena Yap Chan
Wall Street Journal Bestselling Author
The Tao of Self-Confidence

Sheena Yap Chan is a Wall Street Journal and Publishers Weekly bestselling author, keynote speaker, strategist, and award-winning podcaster recognized for her work in elevating women’s leadership and self-confidence through the power of media and visibility. She is the founder of the Confidence Through Visibility™ movement and host of The Tao of Self-Confidence podcast, ranked in the top 0.5% globally with over 1.3 million downloads and 800+ interviews featuring celebrities, CEOs, and cultural icons. Her debut book, The Tao of Self-Confidence, was named one of the top 20 best self-confidence books of all time by Book Authority, while her latest release, Bridging the Confidence Gap, is a bold call to reimagine leadership by making visibility and self-trust core competencies.(Other): https://sheenayapchan.com/links

How Can Narrative Video Games Can Teach Critical Thinking in First-Year English Composition?
Interactive Storytelling Can Foster Classroom EngagementReading engagement for young adults in the US has been on a downward spiral, with more members of this demographic being increasingly drawn to digital entertainment, including video games. Capable of entertaining players for hours, the vibrant world of video games can also be useful instructional material, if properly utilized. Narrative-driven games such as The Last of Us and Detroit: Become Human demonstrate exceptional storytelling by raising complex issues such as identity, player choices, and survival ethics. These are intriguing aspects that students should be taught to objectively critique. Drawing instances from my experience with my students along with findings from scholars, I propose an presentation that will argue for educators to lean towards incorporating video games in the English Composition curriculum, with specific focus on showing college freshman how to analyze video games, particularly to identify rhetorical appeals.Session Takeaways:
1. You will leave with ready-to-use strategies to drive classroom engagement with narrative based video games.
2. You will get acquainted with sample evaluation criteria to assess students' performance.
3. You will gain understand the significant role that video games can play in helping students to become objective critics of texts.Session Keywords:
video games in education, game-based learning, English Composition, narrative design, digital rhetoric

Michael Akuchie
he/him/his
Instructor and Video Game Enthusiast
Southern Illinois University-Carbondale

Michael Akuchie is an early-career instructor in the Writing Studies program at Southern Illinois University Carbondale. He is particularly interested in the use of video game and other interactive media to build classroom-friendly syllabuses that drive student engagement and foster critical thinking.(Twitter/X): https://x.com/Michael_Akuchie
(Instagram): https://www.instagram.com/michael.akuchie/

Deus Ex Machina
LLM Use for RPG AuthoringThis session will take the audience through the presenter's experience in using Large Language Models (LLMs) for authoring components of role-playing games. The presenter will cover some basic LLM terminology and fundamentals for the benefit of the audience, and then showcase concrete examples of strengths and weaknesses of LLM use for game development. The talk will conclude with some proposed best practices for LLM use in game authoring.Session Takeaways:
Useful LLM tools for game authoring.
Appropriate LLM techniques for game authoring.
Recommend boundaries for LLM use.Session Keywords:
generative AI, artificial intelligence, large language models, game authoring, role playing games

Raymond Kimball
he/him/his
Founder and CEO
42 Educational Games Coaching and Design

Raymond "Ray" Kimball, EdD, is the Chief Executive Officer of 42 Educational Games Coaching and Design (“42EdGames” for short). He is an education professional with years of experience in game-based learning and collaborative professional development that meets the needs of diverse teams. Ray founded 42EdGames in 2020 so he could continue his dream of serving higher education faculty by helping them harness the power of game-based pedagogy. He also serves as the Development Editor and Microgames Coordinator for the Reacting Consortium.(Twitter/X): https://twitter.com/42edgames/
(Bluesky): https://bsky.app/profile/42edgames.bsky.social
(LinkedIn): https://www.linkedin.com/company/74895861/
(Facebook): https://www.facebook.com/42edgames
(Instagram): https://www.instagram.com/42edgames/
(Website): https://42ed.games

Let's Play, Games School Wide
How to Use Games in Every Classroom; Let's do itIn this interactive virtual session, educators and school leaders will explore how to weave play into every layer of the school experience—not just recess. Together we’ll examine what a “playful school” looks and feels like in classrooms, hallways, lunchrooms, and even staff meetings. Participants will learn research-informed benefits of playful learning, see examples from real schools, and identify barriers that keep play on the margins. Through reflection, small activities, and planning tools, you’ll design simple routines, learning environments, and schoolwide traditions that invite curiosity, collaboration, and joy for all students. We’ll also highlight how play can support academic rigor, social-emotional skills, and inclusion for diverse learners. You’ll leave with concrete strategies, an action template for your own site, and ideas to engage families and colleagues so that play becomes a shared value across the entire school community.Session Takeaways:
Play belongs everywhere, not just at recess. Participants understand how to embed play into classrooms, hallways, lunch, transitions, and even staff culture so the whole school feels playful and welcoming.
Play boosts rigor, SEL, and inclusion. Attendees leave knowing how playful learning supports academic achievement, social-emotional skills, and engagement for diverse learners—not as “extra,” but as a powerful way to meet core goals. Everyone shares responsibility for a playful culture. Participants gain concrete strategies and an action plan to involve teachers, leaders, and families so play becomes a consistent, schoolwide value rather than a one-off activity.Session Keywords:
Games; game-based learning; experiential learning; climate; culture; learning

Tammie Schrader
she/her/hers
Teacher
Oakesdale Public School, Oakesdale, WA, USA

With over 25 years in education, Tammie Schrader is a passionate advocate for innovative teaching and educational equity. She began her career teaching math, science, and STEM to middle school students and later became the Regional Science and Computer Science Coordinator at Northeast Washington ESD. In this role, she delivered professional development across 59 districts and championed racial equity in STEM. An adjunct professor, Tammie has developed training on UDL, AI, and game-based learning. Currently, she serves as an AI Guideline Specialist, advancing AI education statewide. She has spoken at national conferences and earned awards recognizing her commitment to STEM and equitable education. Tammie continues her PhD in Educational Leadership, focusing on creating inclusive, engaging learning environments for all.

AI as a Game Studio
Three Pathways to Designing Playful Learning ExperiencesThis session explores how artificial intelligence can act as a creative partner in designing game-based learning. Three faculty members demonstrate practical ways AI can build and enhance instructional games across different contexts. First, participants are exposed to a digital badging system where AI functions as a mentor and adaptive challenge engine. Next, AI takes the role of a Game Designer, transforming analog games into digital learning tools and rapidly generating playable prototypes through custom GPTs and lightweight “vibe” coding. Finally, AI becomes a Branching Engine, helping creators build ethical and strategic decision games with dynamic paths, reflective prompts, and scenario variations shaped by learner choices. Attendees leave with replicable strategies, sample prompts, and design frameworks they can adapt to their own courses, workshops, or training programs.Session Takeaways:
By the end of the session, participants will be able to:
Use a digital badging system where AI functions as a mentor and adaptive challenge engine.
Apply AI prompts or create a custom AI tool to convert analog activities into interactive digital games.
Design or modify a branching ethical or strategic game using AI-generated paths, reflective questions, and scenario variations.Session Keywords:
Ethics, AI, Branching Simulations, Badging, Experiential Learning

Cristina Wildermuth
she/her/hers
Professor of Leadership
Barry UniversityDr. Cristina (Cris) de Mello e Souza Wildermuth is an Professor of Leadership at Barry University and Director of the BS in Organizational Leadership and the MS in Leadership and Innovation. An unapologetic learning‑design nerd, she is known for turning classrooms into playful, high‑engagement learning labs that connect theory with practice. Her current work focuses on the ethical integration of generative AI in higher education, including AI‑supported ethical reasoning exercises, custom AI assistants, and rapid scenario‑building methods. Cris is a frequent presenter at the International Leadership Association’s Global Conference and co‑facilitates the Leadership Education Academy. She blends gamification, storytelling, and pop‑culture narratives to bring leadership and ethics concepts to life. She lives in Kissimmee, Florida, and when she’s not teaching or designing, she’s usually painting nonstop (thanks to Bob Ross) or sneaking away for spontaneous Disney adventures.(Bluesky): https://bsky.app/profile/wildermc.bsky.social
(LinkedIn): https://www.linkedin.com/in/criswildermuth/
(Research Gate): https://www.researchgate.net/profile/Cris-WildermuthKevin Bottomley
he/him/his
Assistant Professor of Global Leadership
Indiana TechDr. Bottomley is an Assistant Professor of Global Leadership, supporting both the PhD in Global Leadership and the Doctor of Business Administration programs. He spent 25 years in various nonprofit management roles. Dr. Bottomley has extensive experience in corporate training, leadership development, and consulting. With his practitioner experience, he is a true scholar-practitioner who looks for ways to apply research in the field. Most of his research work has been interdisciplinary in nature by collaborating with scholars in the areas of cybersecurity, engineering, business, and pedagogy/andragogy. Dr. Bottomley’s true passion is for doctoral studies; he routinely teaches at the undergraduate, graduate, and doctoral levels.(LinkedIn): https://www.linkedin.com/in/kevin-bottomley-phd-cde%C2%AE-506745b/Mary Tabata
she/her/hers
Adjunct Professor of Business
Eastern UniversityMary Tabata is an adjunct faculty at Eastern University (PA) in the College of Business and Leadership where she serves as the lead for the AI in Business concentration of Eastern’s online MBA. She also teaches as an Associate Faculty of Management in the Wallace E. Boston School of Business at the American Public University System. She has facilitated cross-cultural management experiential learning experiences in the U.S. and with U.S. students in international settings. Mary is an ICF Associate Certified Coach specializing in AI, academic writing, leadership, and career and life transitions. She is an active member of the International Leadership Association, having presented work and conducting ongoing research on authentic leadership, women’s leadership, AI in higher education, and trust in leadership.
Headshot:(LinkedIn): https://www.linkedin.com/in/marytabata/

Level Up Design Education: A Modular Game-Based Learning Platform
Integrating Story, Simulation, and Real-Time Feedback into the Online Design Syllabus for UI/UX Design EducationSession Summary:
We propose a game-based platform for design courses designed to improve student retention in self-regulated learning environments. The platform features three game modules that can be seamlessly integrated into any course syllabus:
Learning Module: Students acquire knowledge through a story-driven process with gamified quizzes.
Practice Module: Students take on the role of a designer, completing challenges via puzzles and simulations.
Lab Module: Learners experience the user's perspective, testing design principles on UI layouts under time pressure.
All modules provide real-time visual feedback and point-based incentives. To ensure accessibility and ease of use, the system includes a dedicated front end, comprehensive student and instructor dashboards, and an extension for direct connection to your Learning Management System. In future, the system will be expanded to broader education areas.Session Takeaways:
Identify strategies to combat low retention in online courses using modular game design rather than passive video consumption in UI/UX Design education.Session Keywords:
game-based learning, online education, higher education, serious games, remote learning

Aaron Yang
he/him/his
Assistant Professor in UI/UX Design and Game Design
Iowa State University, Ames, IA, USA

Aaron Yang is an Assistant Professor in the Department of Graphic Design at Iowa State University, specializing in UI/UX design and serious game design. He holds a Ph.D. in Software and Security Engineering from North Dakota State University, where his research focused on usable and secure authentication in multi-device environments. Dr. Yang’s interdisciplinary work bridges design and technology, with recent publications and projects exploring serious games for cybersecurity, behavioral design, and educational tools. His teaching and research integrate user experience and digital innovation to address real-world challenges.(LinkedIn): https://www.linkedin.com/in/zhenhuayang/
(Website): https://aaronyang.me/

Journaling Games and Learning
Co-construction of scenarios, narratives and problems using solo game systemsSolo TTRPGS, including journaling games have received a significant boost as a result of COVID restrictions and changing cultures around play. Journaling games such as Apothecary (and the animal version aPAWthecary), Ironsworn, 1000 Year Vampire, Be like a Crow and many others provide systems, structures and prompts to aid in developing narrative without the need for a game master or centralised authority. These systems can be an inspiration for learner co-construction of scenario or problem details that can be individualised without needing centralised instructor authoring. There are many benefits of co-construction including enhanced engagement, minimisation of cheating and the ability of learners to personalise challenge levels. These systems can provide a robust structure for student creativity that ensures important curriculum points are included and that students are supported in the development process.Session Takeaways:
Journaling games have seen innovation in player-led narrative and GM-less play. Learner co-created content such as scenarios and narratives can enhance engagement and buy-in. The systems developed for journaling games can support learners and help ensure material is useful and consistent with learning objectives.Session Keywords:
Journaling games, solo TTRPG, learner agency, co-creation

Scott Beattie
he/him/his
Associate Professor
CQ University Law School

Scott is a lawyer and criminologist who has spent his research career exploring regulation as the junction between everyday reality and codified systems of social meaning. This led naturally to the use of games and simulations as tools for understanding and teaching how the law operates. Scott has designed both electronic and tabletop game systems for use in the classroom and in the facilitation of group problem solving. He is currently developing a model of ‘challenge’ based learning that builds student engagement via elements of game based learning, simulation, reflection, problem based learning and connectivism. He is an Associate Professor at CQ University, based in Melbourne, Australia.(LinkedIn): https://www.linkedin.com/in/dr-scott-beattie/
(Research Gate): https://www.researchgate.net/profile/Scott_Beattie
(YouTube): https://www.youtube.com/channel/UCDwsoZ_cxIYZEr4Z0ZsljUg
(Other): https://orcid.org/0000-0003-3975-0733

Over the Dungeon Walls
Navigating Deaf and Hard of Hearing Accessibility in Applied Dungeons and DragonsWe know that games are for everyone -- that anyone, regardless of their background or identity, deserves the opportunity to have an affirmative and transformative gaming experience connecting with other players. Yet despite the exploding popularity of TTRPGs like Dungeons and Dragons for applied and recreational use, no research to date has systematically examined how to make these games accessible to Deaf and Hard of Hearing players. This presentation will review the results of a recent predissertation and (preliminary) dissertation qualitative research examining the needs and play styles of Deaf and Hard of Hearing Dungeons and Dragons players. We'll examine these results and discuss how to ensure all players are fully included at the table. Finally, we'll discuss how these results could be applied to applied TTRPG fields, such as therapeutic TTRPG.Session Takeaways:
(1) You will be able to report the major themes and accessibility barriers reported in a study of Deaf and Hard of Hearing Dungeons and Dragons players
(2) You will leave with actionable strategies for better including your players with hearing differences and fostering clear communication at the TTRPG table
(3) You will practice analyzing and evaluating accessibility considerations in applied TTRPG game planningSession Keywords:
accessibility in TTRPG, Deaf and Hard of Hearing accessibility, Dungeons and Dragons, applied TTRPG/applied Dungeons and Dragons

Marguerite "Maggie" Wildermuth
she/her/hers
Ph.D. Candidate
Gallaudet University

Marguerite "Maggie" Wildermuth is a fifth-year student at Gallaudet University in the Clinical Psychology Ph.D. program. She currently externs in the Center for Autism Development at Children's National Hospital in DC and works at the Gallaudet CAN (Cognitive and Affective Neuroscience) lab as a research assistant. Her research focuses on the use of tabletop games in therapy with Deaf and Hard of Hearing therapy groups. Clinically, her interests focus on neurodiversity affirming care and assessment for neurodevelopmental differences. She aims to empower clients from a strengths-based perspective to learn about their brains and build lives that work with their differences, rather than against them. She uses gamification and play in her work to foster clients' curiousity and self-compassion while creating enjoyable opportunities for growth.(LinkedIn): https://www.linkedin.com/in/marguerite-wildermuth-666248186

What learners can learn from game design that has nothing to do with game design
Applying the Art of Game DesignWhether they aspire to become game designers, have an interest in how their favorite games are designed, or are simply hoping for a fun and possibly easy course, there is far more to game design than meets the eye. The concepts, procedures, and skills learned in designing games have applications far beyond games, and even beyond computer science. Playtesting, critiquing, prototyping, feedback loops, and many other aspects of game design are things that can be adapted to virtually any software project, and indeed, to teaching and learning as well.Session Takeaways:
You will come away from this presentation with numerous tools and techniques you can apply to any design project, and indeed almost any task you set for your learners.Session Keywords:
playtesting, critique, rapid cycling, prototyping, targeted testing, user experience, postmortems

Simple PowerPoint & Excel Games
Simple need not mean boringMany educational PPT and Excel games are little more than digital quizzes. They present some information, perhaps even in animated form, and then ask simple true/false or multiple choice questions. While there is nothing wrong with that, one would be hard-pressed to actually call them games. They are interactive worksheets. We can do better. By taking advantage of some of PowerPoint’s features, we can build branching stories and using Excel’s features we can build simulation games, as well as others.Session Takeaways:
This presentation will help you understand that ‘simple’ games are often not so simple, look at several different kinds of games we can implement using these tools, and show you how to create two different games: a branching story in PowerPoint, and a mad-lib in Excel.Session Keywords:
animated worksheets, powerpoint, excel, branching stories, mad-lib, reveal puzzles, simulations

Katrin Becker
she/her/hers
Mink Hollow Media and Mount Royal University

Katrin is an award winning, internationally known expert in the design and analysis of serious games and in gamification in the classroom. She holds two computer science degrees and a PhD in educational technology. She is a certified instructional designer with a graduate certificate in serious game design and research. She has over thirty-five years of teaching experience and has taught computer science (CS) video game design, digital game-based learning (DGBL) and technical writing. Her teaching innovations have been internationally recognized and she is widely published. She designs and develops e-learning in all sectors, including educational and advertising games. She is the author of four books: Gamification 101: How to Bring Joy Back to Learning By Making Your Classroom Gameful (Tellwell,2024); Choosing and Using Digital Games in the Classroom – A Practical Guide (Springer, 2016); The Guide to Computer Simulations and Games (Wiley, 2011 & Leanpub); and her mother’s memoir.(Bluesky): https://bsky.app/profile/nirtak7.bsky.social
(LinkedIn): http://www.linkedin.com/in/katrinbecker
(Research Gate): https://www.researchgate.net/profile/Katrin-Becker-3
(Facebook): http://www.facebook.com/people/Katrin_Becker/694366862
(YouTube): https://www.youtube.com/@MinkHollowStudio
(Website): https://drkatrinbecker.com/

Designing Games with AI: Tools for Educators and Students
Explore how AI can help educators and students design educational games by remixing mechanics, applying MDA, and organizing ideas for creative learningArtificial intelligence is rapidly becoming a powerful tool for creativity and learning, and game design offers a unique opportunity to harness its potential in the classroom. This session invites educators to discuss how AI can support both teachers and students in designing games that enhance learning experiences. We will explore practical applications such as using AI to combine and remix game mechanics, apply the Mechanics-Dynamics-Aesthetics (MDA) model, and help students structure their ideas into playable concepts. Beyond mechanics, AI can assist with visual design, music composition, and narrative development, enabling students to focus on creativity and critical thinking. By integrating AI into game design projects, educators can foster engagement, collaboration, and deeper understanding of subject matter. This session would enable educators to share insights, challenges, and innovative approaches to leveraging AI as a creative partner in educational game design.Session Takeaways:
Discuss practical strategies for using AI to remix game mechanics and apply the MDA framework in classroom projects.
Brainstorm how different AI tools can help students organize ideas, design graphics, and create music for educational games.
Develop approaches to guide students in using AI as a creative partner—turning ideas into structured, playable educational games.Session Keywords:
Artificial Intelligence (AI), Mechanics-Dynamics-Aesthetics (MDA), Game Mechanics Mash-Up, Educational Games

Jim Lembke
he/him/his
Associate Professor
Milwaukee School of Engineering

Jim Lembke is passionate about advancing educational innovation by integrating artificial intelligence and game design into the classroom to promote creativity, engagement, and learning. His professional career has involved development of operating systems, web applications, and customer product engagement. Jim is always interested in find new ways to improve user experience in his teaching and actively researches strategies to teach through building relationships with students.(LinkedIn): https://www.linkedin.com/in/james-lembke-a2042a13/

Turning the system on itself with CyberNations
A board game of responsible leadership in complexityCyberNations provides experiential learning for youths and professionals wanting to think and act responsibly in complex situations. 1-5 players act as a new generation of community leaders who pursue common and individual objectives in a dynamic world. This game world is persistent: players start where the previous game ended and their decisions will likewise impact future play sessions. CyberNations models the power of feedback loops in complex systems and invites players’ reflections on intergenerational fairness, agency and the role of collective narratives. In this interactive session, I will present an overview of the game’s systemic design and development. I will share early learnings and results from playing the game standalone; as part of in-class learning arcs; and in Australian game showcases. Participants will be able to explore a digital version of the game and discuss the role of game-based learning in our increasingly complex and connect world.Session Takeaways:
The session will illustrate, and invite open discussions on:
1. Systemic game design: its principles, pillars, strength and challenges
2. Analogue games as adaptable tools for teaching systems and futures thinking
3. Showcasing a games-based learning experienceSession Keywords:
systemic game design, analogue games, simulations, social impact, serious games, participatory leadership, experiential learning

Thomas Biedermann
he/him/his
Senior Lecturer & Game Designer
Australian National University School of Cybernetics

Thomas is a Senior Lecturer at the Australian National University School of Cybernetics. He blends his background in systems engineering and interests in organisational design to research and deploy methods to create safe, sustainable, and responsible systems. His approaches draw on cybernetics, visual arts, and playcentric and embodied methods, to help individuals and organisations imagine and act towards hopeful futures.(LinkedIn): https://www.linkedin.com/in/tbiedermann/
(Research Gate): https://www.researchgate.net/profile/Thomas-Biedermann-3
(Website): https://orcid.org/0009-0004-1450-3175

Dissecting Games to Enhance Learning Outcomes
Frameworks to Level Up Your Play-Based FacilitationPlay-based learning is widely celebrated yet poorly understood by many practitioners. Too often, facilitators use games without fully grasping why they work, what elements matter, or how to reliably translate them into meaningful learning outcomes. This session draws from Barometer XP’s research-backed frameworks to demystify the architecture of play and highlight its accessibility. In a fast-paced, participatory format, attendees will work in small breakouts to analyze an existing game, surface its strongest use cases, and design meaningful preambles and reflection prompts. The session wraps with a brief share-out so everyone leaves with a few practical game examples, some ready-to-apply ideas and tools, as well as renewed confidence in matching play to purpose.Session Takeaways:
You will leave with several models to help implement play-based learning, confidence to use more types of games in your practice, and access to an online resource database with opportunities to learn more.Session Keywords:
meaningful play, game facilitation strategies, frameworks and methodologies

Peter Williamson
he/him/his
Game Designer, Facilitator, and Theorist
Barometer XP

Peter Williamson is a professional golfer turned entrepreneur who uses his deep knowledge of games, design, and philanthropy to catalyze change in communities. He co-founded Barometer XP, a consultancy firm that leverages the power of play to help improve workplace culture and development. He also leads a nonprofit called Game Genius, which offers creative capacity as a way to make social impact more fun for organizations in the Washington DC region. Peter has a BA in Studio Art and Geography from Dartmouth College.(LinkedIn): https://www.linkedin.com/in/peterwilliamson23/
(Website): https://www.barometerxp.com/

Gamifying the Power of Power Point
Leveraging Presentation Software for Rapid Game DesignWhether at the K-12 or collegiate level, educators are constantly pressed for time due to schedules, demands outside of teaching, and student needs. For many, learning a new software game-design program is too time-consuming. However, almost every educator is at least somewhat familiar with Power Point and/or Google Slides. Unfortunately, most assume presentations have to be linear. Learning just a few of the capabilities of these presentation software tools like creating links to any slide in the presentation can enable educators to quickly gamify their content. These tools have low floors and high ceilings as educators can either quickly create a quiz-like game, design a choose your own adventure content-based game, or craft a deeply immersive story-based learning game. This presentation teaches audience members how to use action buttons, transitions, motion paths, trigger effects and more. This presentation will show how these can all come together to create engaging learning games.Session Takeaways:
You will leave knowing how to use Power Point and Google Slide to create an interactive learning game by using internal linking, creative transitions, and fun animations.Session Keywords:
rapid game design, presentation software, PowerPoint, Google Slides, education, learning

Story Time
How to craft a game story that drives learningWhile recall games can be fun, they often don’t teach. They just test. Crafting immersive story-based learning games, however, can take advantage of the narrative to teach without being didactic. Students can then apply what they learned through embedded challenges that advance the story line. Learning can also take place through the feedback cycle as students attempt a challenge and then get feedback that they can then use to make adjustments for their next attempt. The game story provides motivation, context, and deeper understanding for students. This presentation teaches participants how to use the Somebody, Wanted, But, So, Then story frame to develop a game story that provides a goal and core game mechanic that focuses on the target skill. The presentation will emphasize the importance of using the game story to drive learning, identify common mistakes and how to avoid them, and examine examples of story-based learning games.Session Takeaways:
Participants will walk away with a story frame they can use to design their own game stories, examples of story-based learning games they can use as models, and knowledge of how to avoid common mistakesSession Keywords:
game story, narrative, learning games, serious games

Epic Boss Battles
How to use an LMS to turn your course into a gameDo you want your students to use words like “addicted”, “hooked”, and “fun” to describe your classes? This presentation will show you how! By using an Learning Management System (LMS) to turn your course into a game, you can motivate your students, increase engagement, and enjoy teaching. This presentation will explore features common in LMSs that allow you to create courses where students unlock content in order to “level up”, learn from their mistakes in order to complete a quest, and make choices that determine their fate. Along the way, you will realize that most LMSs are uniquely situated to operate as game engines and that you can become a game designer. Common pitfalls and workarounds will be explored. By the end, you will walk away with concrete tools and creative ideas that you can use to turn your courses into games that your students will want to play.Session Takeaways:
Participants will leave with an understanding of how to use an LMS to turn assignments and quizzes into "gates" that students must "unlock", how to branch a game narrative, and how to use groups to adjust course content to students' interests and challenge level.Session Keywords:
game-based learning, LMS, Learning Management System, higher education

Janna Kellinger
she/her/hers
Professor
University of Massachusetts Boston

Dr. Janna Kellinger is a former high school English teacher and a current professor in the Curriculum and Instruction department at UMass Boston. She has written extensively about game-based teaching including two books: A Guide to Designing Curricular Games and Up Your Teaching Game. More importantly, she has designed five game-based courses and one course-based game. Her students report that her courses are “addictive” and that “once [they] start, they find it hard to stop”. They often compare her courses to playing video games. Her teenagers keep her up-to-date on the latest trends in video games which she tries to incorporate into her game design.(Facebook): https://www.facebook.com/janna.jackson.7

Beyond the Quiz
Game-Based Assessment Through AI-Driven StorytellingThis session explores the development of 2 choice-based games created to help students assess and deepen their understanding of learning theory. The design process used backward design to ensure that gameplay reinforces key concepts and skills, while AI tools supported world building, and entry-level game creation tools were used for development. Game one presents a series of scenarios where players make tech integration choices aligned with learning theories. Players can explore 3 pathways, receiving instant feedback on their choices. This design supports reflection and reinforces understanding, ending with a theory summary. Game 2 invites players into a fantasy world where each land is governed by 1 of 5 learning theories. Players interact with characters, solve riddles, and gather clues to determine which theory shapes each kingdom’s values and practices. The session concludes with a look at student feedback and learning outcomes.Session Takeaways:
Attendees will leave the presentation with:
An understanding of how to use backward design to align game mechanics with learning objectives such as theory comprehension, critical thinking, and self-assessment.
Knowledge of a variety of tools for developing educational games without needing advanced programming skills.
Concrete ideas for designing replayable, choice-based experiences that surface and address learner misconceptions while deepening conceptual understanding.Session Keywords:
games-based learning, game development, assessment, design

Crisianee Berry
she/her/hers
Assistant Professor
East Carolina University

Dr. Crisianee Berry is an Assistant Professor in Instructional Technology Education at East Carolina University. With a background spanning K-12 classrooms, instructional design in industry, and medical curriculum development, she now teaches instructional design to undergraduate and graduate students. Her research areas include emerging educational technologies, currently practical application of AI in teaching and learning, educational gaming, and professional development.(LinkedIn): https://www.linkedin.com/in/crisianee-berry
(Instagram): https://www.instagram.com/drcrisianeeberry

The Chromebook as Gameboard
Turn the Chromebook or any device into play station for games and learningWhat if your classroom Chromebooks became the centerpiece of hands-on, small group gameplay? In this fast-paced, idea-packed session, you’ll learn how to transform Chromebooks into interactive game boards for educational fun. From content-based Battleship to a review-style Mario Kart, these digital game boards encourage collaboration, competition, and engagement—all using tools you already have. We’ll walk through setup, gameplay, and management strategies so you can implement these right away. Whether reviewing content or building classroom community, these games turn devices into dynamic learning stations that students love. Get ready to play, learn, and reimagine what Chromebooks can do.Session Takeaways:
You will leave with tools and ideas for games that build soft skills like communication, sportsmanship, and teamwork while simultaneously reviewing academic content for your studentsSession Keywords:
review games, hands on, student engagement, fun

Ryan O'Donnell
Classroom Teacher
Rocklin High School, Rocklin Unified School District CA, USA

My name is Ryan O'Donnell and I am a Video Production teacher at Rocklin High School in Rocklin, California. Before teaching video, I have been a TOSA and social studies teacher. With over 20 years in education, I am passionate about professional development for teachers with a focus on using tools, techniques and strategies in order to help students become more engaged and connected. Along with being a full time teacher, I am a podcaster, co-hosting the ed tech podcast, "Check This Out" as well as a presenter at various workshops and conferences throughout the country.(YouTube): https://www.youtube.com/@TheGameShowGuyRyanOD
(TikTok): https://www.tiktok.com/@ryanodonnellgames

Transforming Education Through Game Creation: A Low-Cost Lab Model from a Brazilian School
Democratizing Low-Cost Game Creation and Learning Practices from a Brazilian School LabIn this session, I present a case study from a Brazilian school where I transformed a traditional maker-culture curriculum into a creative game lab inspired by Game Jam culture. Even with limited resources, students of different ages and literacy levels collaborated to create games using accessible tools like Piskel, Scratch, and Chromebooks. I describe how developing a “school-based mini indie lab” helped overcome hardware barriers and led to measurable learning gains in logic, storytelling, visual expression, Math, and Science, while also increasing participation from historically underrepresented groups. The session offers practical strategies for educators to replicate this inclusive and accessible game-creation ecosystem, showing that when barriers to entry are reduced, participation grows naturally and everyone can play, create, and learn.Session Takeaways:
- Learn how to set up a low-cost school game lab using accessible tools and minimal hardware.
- Discover practical strategies to support collaborative, mixed-age game creation that leads to measurable learning gains.
- Understand the core components of the lab model so you can adapt its principles to your own educational context if desired.Session Keywords:
game-based learning, low-cost tools, creative learning labs, inclusive education, social impact, collaborative learning.

Ju Caldas
she/her/hers
Game Design Teacher, Illustrator, and Designer
Brazilian Public School System, Pernambuco

Ju Caldas is a Brazilian game design teacher, illustrator and designer who develops accessible, low-cost creative learning experiences for public school students from low-income communities. She has worked with early elementary groups using playful technology, creative coding and game-based projects that encourage curiosity, artistic expression and confidence. Ju creates independent educational initiatives that combine visual arts, digital drawing and interactive media with practical, replicable methods that schools can adopt with minimal resources. She is committed to equity in education and believes that creativity and technology can open meaningful learning opportunities for every student.(LinkedIn): https://www.linkedin.com/in/profjucaldas/
(Instagram): https://www.instagram.com/profjucaldas/

Beyond TerraCore: Story-Driven Game With Measurable Impact
How a narrative, team-based game for first-generation students turned an Innovation & Leadership course into a mission—and produced measurable growth in mindset, skills, and belonging.What happens when a first-year course stops feeling like a class and becomes a mission? How do we move beyond “fun activity” to evidence of change? In this session, we unpack how story-driven, team-based Beyond TerraCore was implemented as a 10-week Innovation & Leadership Lab for first-generation, diverse first-year students at a community college and rigorously assessed. Students advanced through missions that blended puzzles, physical artifacts, digital media, and in-world characters while practicing entrepreneurial mindsets, durable skills, and problem-solving. Using pre-/mid-/post-surveys and weekly reflections, we trace shifts from “this is weird” to “we built this,” highlighting gains in teamwork, belonging, and comfort with uncertainty. Participants will leave with a practical blueprint for adapting this low-tech, high-engagement framework, plus ready-to-use tools to demonstrate innovation, inclusion, and impact in their own immersive learning work.Session Takeaways:
You will leave with:
A 1-page mission-arc template to turn an existing unit into a story-driven mission.
A plug-and-play team challenge template for a low-tech, narrative activity using simple materials.
A mixed-methods impact snapshot template with sample items to quickly gauge teamwork, belonging, and comfort with uncertainty.Session Keywords:
Immersive learning, Games-based learning, Narrative / story-driven design, First-year experience, Entrepreneurial mindset, Team-based learning, Sense of belonging, Community colleges, Mixed-methods assessment, Low-cost/scalable game design

Mary Kayler
she/her/hers
Founder/CEO
Playable Fiction

As Founder of Playable Fiction, I partner with colleges and organizations to turn required courses and trainings into immersive storyworlds—sealed envelopes, curious prompts, and shared “aha” moments—where learners test ideas, try on identities, and build confidence together. Whether it’s first-year, first-generation students or cross-functional leadership teams, each Playable Fiction experience invites participants to step into uncertainty with support, make meaning with others, and emerge with durable skills they can use beyond the room. My focus is simple and powerful: make learning unforgettable and undeniably useful. Through immersive design, I help institutions and teams build trust, spark belonging, and sustain change long after the session ends.(LinkedIn): https://www.linkedin.com/in/marykayler/
(Website): https://playablefiction.com/

Practical Play
Supporting Palliative Care and Community Health Education Using Commercial Board Game SimulationsThis presentation describes the use of analog board games as simulations in nursing education to reinforcing student learning and expand opportunities for earning clinical hours. Analog games can be used as simulations to give students an opportunity to practically apply the knowledge and skills they learn in the classroom. We demonstrate the feasibility of using commercially available board games as simulations for community health and palliative care programs, offering students an additional pathway to earn required clinical hours in environments where opportunities are limited and often competitive. Specifically, we discuss how the games Bed Race: End of Life Care Game and Holding On: The Troubled Life of Billy Kerr can be used for this purpose and adapted to achieve scalable learning outcomes. Finally, we share research-informed insights about how faculty knowledge, attitudes, and perceptions about game-based learning influence the application of this innovative approach.Session Takeaways:
As a result of this session, attendees will be able to:
1) describe how analog board games can help nursing students reinforce knowledge and earn clinical hours,
2) identify commercial board games that can be used as nursing simulations,
3) anticipate how faculty knowledge, attitudes, and perceptions may affect implementation of game-based learning in nursing education.Session Keywords:
Game-based learning, simulation, community health nursing, palliative care nursing, clinical hours, nursing education

Lee Bareford
he/him/his
Assistant Professor and Head of the Learning Commons
University Libraries, Georgia Southern University-Armstrong Campus, Savannah, GA, USA,Lee Bareford is an academic librarian and avid gamer. He has over ten years of experience in higher education teaching and librarianship and has worked for Georgia Southern since 2016. He has published and presented widely on his research interest areas, including analog game-based learning, co-curricular pathways to student success, and mindfulness and mindful leadership approaches for enhancing student and faculty performance and resilience.(LinkedIn): https://www.linkedin.com/in/leebareford/Estelle Bester, Ph.D., MSN, RN
she/her/hers
Associate Professor
School of Nursing, Waters College of Health Professionals, Georgia Southern University-Statesboro Campus, Statesboro, GA, USADr. Estelle Bester obtained her Ph.D. in Nursing in South Africa and taught for 20 years at a University in South Africa. She spent 10 years in Jeddah, Saudi Arabia as a Program-Director in Nursing Practice, Quality and Research before joining Georgia Southern University as an Assistant Professor during Fall 2017. Her research and scholarly interests focus on implementing technology in Nursing Education and blending technology with Evidence-Based TeachingElizabeth Snyder, DNP, APRN, FNP-BC
she/her/hers
Associate Professor
School of Nursing, Waters College of Health Professions, Georgia Southern University-Armstrong Campus, Savannah, GA, USAElizabeth Snyder is a full time Associate Professor of Nursing at Georgia Southern University and a part time family nurse practitioner practicing with Agape Care Group (Hospice) in Bluffton, SC. She served as the Interim Associate Chair in the School of Nursing at Georgia Southern in 2024-2025. She has 25 years of experience as an Advanced Practice Nurse and nine years in academia. Her scholarship and service interests includes increasing support and access to mental health services in the community, telehealth integration into nursing curricula, and palliative/hospice care.(LinkedIn): https://www.linkedin.com/in/elizabeth-snyder-dnp-aprn-fnp-bc-a4b05b136/

More Than Games
Integrating Games and social play to optimize learningThis session will focus on the integration of games and play in the context of curriculum as a whole and in the day to day practice of teaching. Both of these topics are covered frequently on their own, but this session will lay the foundation for integrating playful experiences into class content on a daily, weekly, and yearly bases supporting teachers in transforming not only their curriculum, but their teaching practice as a whole.Session Takeaways:
You will leave with multiple strategies for increasing the playful nature of your class, a road map for playful game integration into the curriculum, and some practice in developing your own fun characters to use in class.Session Keywords:
Games, learning, playful, curriculum design, engaging, puppets, creativity.

Mary Eleanora Fimbel
she/her/hers
Graduate Student, Experienced Educator, and Game Designer
University of Klangenfurt

Mary-Ellen Fimbel is an experienced educator with over 15 years of classroom experience in two countries and 5 years experience teaching online. She is currently studying Games at Klagenfurt University and creating meaningful, fun games for kids all over the world.

Mapping Learning through Narrative GoalsHow does one translate the raw and sometimes complicated content one wants to teach one’s learners into an engaging, fun, and educational gamified environment? How does one design gamified experiences where the learning goals and the narrative goals connect and enhance each other? Is there a magic formula one can use to structure the interplay between the narrative one devises with the content one hopes to convey into the learning one hopes occurs? Our presentation will aim to help viewers understand that the first step in gamifying their content is learning that they can achieve more with less. Gamifying every last morsel of one’s content sets one on a path to never-ending labor, resulting in a never-to-be-finished project. Rather than focusing on gamifying all of your content, if you focus on the interplay between the learning goals and the narrative goals you will be focusing your efforts on the elements of gamification that will have the most impact on your learners.Session Takeaways:
You will leave with action items related to finding the right interplay between narrative and content and to learning how narrative elements can help address learning challenges.Session Keywords:
gamification, games-based learning, games for learning, narratives, learning, content, learning goals, stories, gameful learning, design process, integration

Naomi Pariseault
she/her/hers
Senior Learning Designer & Gamification Mastercraftsman
Brown UniversityAs a senior learning designer in Digital Learning & Design at Brown University, Naomi considers her role to be best articulated as a learning engineer and experience designer. She believes that learning is a multifaceted experience (engaging, inspiring, challenging, etc.) and should serve as a catalyst for reflection, change, and appreciation of our world. She is a certified Master Craftsman in gamification design for learning and has earned the Level 1, 2, and 3 Certifications from Sententia Gamification. She is also a certified facilitator for teaching the Level 1 Certification Program. Gamification design is by far her most favorite approach of learning design. One of the Brown University undergraduate courses she designed with Professor Jim Egan, "Fantastic Places, Unhuman Humans," won two international awards for excellence in gamification design. Naomi holds an M.A. in English Literature and a Master in Library and Information Studies (MLIS) from the University of Rhode Island.(Twitter/X): https://x.com/elearngeekette
(LinkedIn): https://www.linkedin.com/in/naomi-pariseault/Jim Egan
he/him/his
Professor & Gamification Mastercraftsman
Brown UniversityJim Egan is Professor of English at Brown University. He teaches courses on US literature before the United States, good and evil, literature and social media, as well as several gamified asynchronous online-only courses such as “Renegades, Reprobates, and Castaways” and “Fantastic Places, Unhuman Humans.” He is the author of Oriental Shadows: The Presence of the East in Early American Literature (2011) and Authorizing Experience: Refigurations of the Body Politic in Seventeenth-Century New England Writing (1999) as well as numerous essays and works of fiction.(LinkedIn): https://www.linkedin.com/in/jim-egan-a814b324/

Using Games to Explore Storytelling
Prioritizing Durable Skills in the HumanitiesStorytelling is such a powerful way for college students to communicate and connect with each other as well as explore their own identity. By using games to facilitate this narrative experience, humanities educators can not only engage students with memorable experiences, they also can meet their course outcomes at the same time. Games have the potential to capture students and facilitate personal growth in their educational journey. By prioritizing durable skills, college instructors ensure that they are addressing the kinds of skills that future employers seek in their students.Session Takeaways:
You will leave with several game suggestions to use in writing and humanities courses. As well, you’ll recognize how games allow students to practice durable skills or soft skills that many general education college courses require.Session Keywords:
Tabletop Games, Storytelling, Narrative, College Course Outcomes, Durable Skills

Kimberly Tolson
she/her/hers
College English Instructor & YouTube Gaming Channel Host
Lewis-Clark State College

Kimberly Tolson currently teaches English and Humanities courses at Lewis-Clark State College. She’s taught games-based learning for 10 years and shares her love for gaming and education on her YouTube channel Tabletop Tolson. Last year, she won Idaho State Board’s General Education Matriculation Award for Innovative Teaching in Humanities. She’s spoken on various podcasts and contributed to several regional conferences on her use of games in the classroom. A gamer at heart, she’s most interested in the experience that students have in her classroom and thinks that tabletop games provide a unique and memorable opportunity for learning. She shares her life with her dog Muse and her husband, a fellow professor.(YouTube): https://www.youtube.com/c/TabletopTolson

Your Strategy is a Fiction
Building Tabletop Simulations that Test RealityStrategic planning often falls prey to two fundamental misunderstandings: it treats the world as a static map and people as interchangeable cogs. Strategy shouldn’t be about drawing a line to a goal; it is about aligning the physics of your environment with the chemistry of your team. And many processes that recognise this still produce static templates. This session proposes a pair of simulation game tools as the product of the strategic planning process. This connects the "where we are" to the "how do we get where we want to go” process, with physical artefacts that can played to run strategic thought-experiments. We will walk through a justification for this approach, including an example of creating a “Resistance Grid” game board to quantify the real-world inertia (time, political capital, emotional cost) required for change initiatives. We will also introduce “Hidden Asset” cards as a way to explicitly distinguish between the tacit and embodied knowledge of people in the system, and the distanced, academic knowledge of authority. In the created role-play adjacent game, diverse teams must negotiate how to spend these limited assets to navigate change. Can you rely on a procedure to solve a crisis, or must you burn a high-value relationship? This session introduces a possible approach for teams mapping organisational reality in any complex domain - whether business, education, or social action.Session Takeaways:
You will leave with: a template for your own resistance grid and hidden asset deck and a step-by-step process to identify and map key points of inertia and change.Session Keywords:
simulations, tabletop, organisations, matrix games, roleplaying, scenarios

Richard Durham
he/him/his
Great Grand High Lord Everything
Wondertree Studio

Rich is an experienced game designer, creative director, and educator. He’s designed over 30 games across various mediums, including digital audio adventures, transformational games for social good organisations, street festivals, museum activations, secret events, and tabletop games. A regular speaker at conferences and organiser of game events, Rich’s academic interests are in using games as research tools and to facilitate decision making in complex environments. And, of course, as artistic statements.(Bluesky): https://bsky.app/profile/richdurham.itch.io
(LinkedIn): https://www.linkedin.com/in/richdurham/
(Research Gate): https://www.researchgate.net/profile/Richard-Durham
(Website): https://wondertree.studio

The LaV Gamification Initiative
Gamers-as-Teachers Rethinking Gamification and Classroom DynamicsWe will share with the audience how we are expanding our understanding of gamification as part of what we call the LaV Gamification Initiative. We are calling for a view of gamification that moves beyond a superficial look at games. Instead, we are proposing a two-pronged model that first looks more closely at the gamer experiences and how gamers-as-teachers can translate them into classroom situation. From this initial look, we are also exploring the role of lore and game elements as cornerstones of our renewed vision for gamifying. Our presentation will show how this view of gamification and our interest in the gamer ethos permeates research design, classroom teaching, and professional development. We believe attendees will benefit from this session as they can rethink their own views of gamification or become better acquainted with the idea and revisit how we can use the brainpower already present in our classes, where gamers are both teaching and learning.Session Takeaways:
1. You will leave this session with a deeper understanding of gamification 2. You will find some concrete ideas that can help you gamify your practice. 3. You will see how gamification goes beyond just points or rewards and can provide a more rewarding experience.Session Keywords:
Gamification, gamers-as-teachers, game elements, lore

Raúl Alberto Mora
he/him/his
Associate Professor and Research Lab Chair
Literacies in Second Languages Project, Universidad Pontificia Bolivariana

Raúl Alberto Mora is an associate professor at the School of Education and Pedagogy at Universidad Pontificia Bolivariana in Medellín, Colombia (currently teaching remotely from Norway), where he also chairs the award-winning Literacies in Second Languages Project research lab. A former high school English teacher, his current research agenda explores the conceptual and practical applications of literacy theories to understand second-language practices in city, virtual, and school spaces. He has been a visiting professor, researcher, and guest lecturer at institutions in Colombia, North America, and Europe, as well as an educational consultant for the Colombian government and the Fulbright Commission.(Bluesky): https://bsky.app/profile/elpatronhimself.bsky.social
(LinkedIn): https://www.linkedin.com/in/drberryspeaks/
(Research Gate): https://www.researchgate.net/profile/Raul-Alberto-Mora
(Instagram): https://instagram.com/elpatronhimself

From Overcooked to Outcomes
A Research-Backed Framework for Facilitating COTS GamesMost game-based learning practitioners focus on game selection. Which title, which mechanics, which content. But after years of facilitating COTS games across nursing programs, corporate teams, and classrooms, I've learned that the game matters way less than how you facilitate it. This session presents a research-backed facilitation framework that transforms commercial off-the-shelf games like Overcooked, Portal 2, and Keep Talking and Nobody Explodes into powerful skill-development experiences. You'll learn the unique advantages of COTS games for accessible, authentic soft skills training, the critical facilitation elements that determine success or failure, and a replicable approach you can implement immediately across any learning context. Whether you're working with executives or eighth-graders, this framework provides the structure to move from "games are engaging" to "games produce measurable learning outcomes."Session Takeaways:
A replicable facilitation framework for transforming commercial off-the-shelf games into effective skill-development experiences Research-backed evidence for why COTS games outperform purpose-built serious games Practical strategies for facilitating games across diverse contextsSession Keywords:
Commercial, off-the-shelf, games, facilitation, framework, essential skills, authentic, game-based learning design

Justin Matheson
he/him/his
Founder & CEO
Rift Education

Justin Matheson is the founder of Rift Education, a consulting practice specializing in commercial off-the-shelf game-based learning for essential skills development. With a Master's degree in Educational Technology focused on using video games in educational settings. Justin has designed and facilitated COTS game-based workshops across remarkably diverse contexts, From nursing students learning surgical communication to corporate executives developing leadership skills to middle school classrooms building teamwork competencies. Justin has successfully facilitated sessions using titles like Overcooked, Keep Talking and Nobody Explodes, and Portal 2 to teach essential skills including communication under pressure, collaborative problem-solving, and adaptive leadership. Through Rift, Justin helps L&D professionals and educators in implementing game-based learning in their own organizations.(LinkedIn): https://www.linkedin.com/in/mathesonj/
(Website): https://www.rifted.ca/

"Alice Is Missing"
Finding your way from a game on the shelf to a GBL lessonMany commercial games are difficult to introduce directly as part of lessons. They require modifications or heavy adaptations. Educational games are usually too boring or too focused on teaching specific skills. Teachers face an impossible choice -- skip games or invest copious amounts of time into adapting games for individual lessons. In this presentation, I will describe “Alice Is Missing,” a role-playing game in which teens are trying to find out what happened to their friend. A few elements of this game make it perfect for GBL, while others turn it into a teacher’s nightmare… For this reason, I will try to analyse game elements and to present how to adapt commercial games for GBL. Adequate listing and aligning game elements with classroom tasks and learning outcomes should allow teachers to adjust commercial games to lessons. This pragmatic approach to game adaptation for GBL will be concluded with the description and analysis of “Alice Is Missing” playthroughs in class.Session Takeaways:
The audience will learn how to introduce “Alice Is Missing” to their lessons but also how to adapt (similar) games to their specific needs and GBL.Session Keywords:
adapting games, game mechanics, learning outcomes, GBL sample

Mikolaj Sobocinski
he/him/his
Instructor
American University of the Middle East

Mikolaj Sobocinski has 25+ years of experience in education & research. He published several articles on linguistics, education, and gamification after attending 80+ conferences and events. His education interests range from designing and running courses in academic writing, communication and presentations, linguistics, descriptive grammar, phonetics, game design, and gamification. His research interests concentrate around semiotics and pragmatics as he studied the influence between space, proxemics, and interactions. In the last two decades he has been introducing commercial games and adapting games for his courses. He also prepared gamified solutions for his courses and those taught by other school and university teachers. Currently, he resides in the Middle East, where he develops his teaching and organisation skills as well as his gamification and game-based learning portfolio.(LinkedIn): https://www.linkedin.com/in/mikolajsobocinski/
(Research Gate): https://www.researchgate.net/profile/Mikolaj-Sobocinski-2
(YouTube): https://www.youtube.com/@MikolajSobocinskiEdu/videos
(Website): https://www.games4teachers.net/blog/

Failing Forward
How “Difficult” Games Help Us Reimagine Problem-SolvingWhat if frustrating games teach us about real-world problem-solving? Dark Souls, Getting Over It, and Project Zomboid are often dismissed as punishing, but they offer something worth reimagining: embracing failure, adaptation, and persistence—skills extending beyond the controller. Every setback prompts reflection. This "failure-forward" philosophy creates spaces where struggle leads to mastery. Players don't just beat a boss; they internalize thinking that travels into classrooms, workplaces, and life. As a Game Design educator, I've built courses around this. In Prototype Studio, students create games in one-week cycles, then revise one the final week. In Team Studio, teams build prototypes in four-week sprints, with the final month for revision. Both mirror difficult games' loop: attempt, fail, analyze, improve. This talk shows how difficult games help us reimagine teaching resilience and problem-solving.Session Takeaways:
• A reframed perspective on “difficult” games. Understanding how titles like Dark Souls or Getting Over It serve as (un)intentional training spaces for players, void of real-world consequences, and how these spaces allow for growth of persistence, iterative thinking, and creative problem-solving. • A connection between game design and learning sciences. Highlighting how “failure forward” game mechanics align with research on productive failure and growth mindset. • A practical course structure model for rapid prototyping cycles with built in revision phases. Attendees can adapt these practices into their own educational programs, workshops, or collaborative design initiatives.Session Keywords:
failure forward design, iterative problem-solving, resilience, growth mindset, game design, game-based learning, productive failure, difficult games, teaching pedagogy, power skills, player empowerment

Ben Fulcher
he/him/his
Animator, Game Designer, & Professor of Game Design
Lindenwood University

Ben Fulcher teaches Game Design at Lindenwood University, where courses like Prototype Studio and Team Studio put iterative design philosophy into practice through rapid prototyping and revision cycles. His work explores how games function as both art and learning tools, with particular interest in VR development and AI-assisted creative processes. He believes the best games don’t just entertain – they transform how players think, in and outside the game.(LinkedIn): https://www.linkedin.com/in/benfulcher/
(YouTube): https://www.youtube.com/@BF-sl5uj
(Website): https://bfulche.wixsite.com/fulcherart

Content Disclaimer
By submitting your session proposal, you’re also giving University XP LLC (DBA The Games-Based Learning Virtual Conference) permission to share your presentation materials (such as handouts, video or audio recordings, chat transcripts, questions, and slide decks) so that your ideas can reach a wider audience. This license is royalty-free and ensures that your contributions continue to inspire and educate beyond the live event. You’ll always be credited as the creator, and you retain full copyright ownership of your session. This means you are free to reuse, repurpose, or share your session however you wish, including with others outside the conference.Presenters are welcome to submit more than one distinct proposal using separate applications. To ensure a rich variety of perspectives, the Games-Based Learning Alliance and University XP LLC may limit the number of accepted sessions from the same individual so that the conference showcases a diversity of voices, speakers, and experiences.Finally, by submitting your proposal you confirm that you have the rights to present the content and that doing so does not infringe on the copyright or trademarks of others.

Questions
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Games-Based Learning Virtual Conference www.gblconference.com

June 5-7, 2026

Games-Based Learning Virtual Conference
www.gblconference.com