Contributors
Daphne Bavelier is an internationally recognised expert on how humans learn. In particular, she studies how the brain adapts to changes in experience, either by nature - for example, deafness - or by training - for example, playing video games. Her lab established that playing fast-paced, action-packed entertainment video games typically thought to be mind-numbing actually benefits several aspects of behaviour. Exploiting this counterintuitive finding, the Cognitive Neuroscience research team she now heads at the University of Geneva, Switzerland investigates how new media, such as video games, can be leveraged to foster learning and brain plasticity.
Benoit Bediou is a Senior Research Associate at the Faculty of Psychology, University of Geneva, Switzerland. He graduated in biology and obtained a PhD in Neuroscience from the University of Lyon, France. His research interests include face and emotion processing, decision making as well as cognitive and affective neuroscience. His current research investigates the impact of video games and other digital technologies on cognitive and affective skills and processes.
Mariana Brussoni is an Associate Professor in the Department of Pediatrics and the School of Population and Public Health at the University of British Columbia, Canada. She is an investigator with the British Columbia Children’s Hospital Research Institute and the British Columbia Injury Research & Prevention Unit. Mariana is a board member of the Child & Nature Alliance of Canada and on the leadership group for Outdoor Play Canada. Mariana’s research foci include parenting attitudes related to risk and safety; developmental importance of children’s risky play; design of children’s communities and play spaces; and policy to support children’s outdoor play. More details on her research program can be seen at https://brussonilab.ca.
Tracey Burns is a Senior Analyst in the OECD's Centre for Educational Research and Innovation. She heads a portfolio of projects including Trends Shaping Education, 21st Century Children and Innovative Teaching for Effective Learning. Her most recent OECD publications are Back to the future of education: Four OECD Scenarios for Schooling (with Marc Fuster) and Educating 21st Century Children: Emotional Well-Being in the Digital Age (with Francesca Gottschalk). Previous to her time at the OECD she conducted research on language acquisition in children and newborn infants. Tracey holds a B.A. from McGill University, Canada, and a PhD in experimental psychology from Northeastern University, United States.
Rebecca Eynon is an Associate Professor and Senior Research Fellow at the University of Oxford, where she holds a joint appointment between the Department of Education and the Oxford Internet Institute (OII). Her research examines the relationships between social inequalities, learning and technology, with a particular focus on the experiences of young people. Her work has been supported by a range of funders including the British Academy, the Economic and Social Research Council, the European Commission, Google and the NominetTrust. Her publications include: Teenagers and Technology (with Davies, 2013) and Education and Technology: Major Themes in Education (with Davies, 2015). She has been co-editor of Learning, Media and Technology since 2011.
Francesca Gottschalk is an Analyst for the Centre for Educational Research and Innovation’s 21st Century Children project. She is the co-editor and contributing author of Educating 21st Century Children: Emotional Well-Being in the Digital Age, and also published a working paper looking at the impacts of technology use on children. She previously worked on the ITEL Teacher Knowledge Survey. Francesca holds a master’s degree from the American University of Paris in Public Policy and International Affairs, and an Honours Bachelor of Science from the of Toronto in Human biology and Psychology.
Simona Petruzzella is a Junior Consultant for the Centre for Educational Research and Innovation’s 21st Century Children project. She holds a bachelor’s degree from Luiss Guido Carli University in Rome in Politics, Philosophy and Economics and a master’s degree from Sciences Po Paris School of International Affairs (PSIA) in International Public Management. Prior to working on the 21st Century Children project, Simona worked at the UNESCO World Heritage Centre on the topic of children and youth participation.
Rachel Rodgers is an Associate Professor of Applied Psychology at Northeastern University, and Director of the Applied Psychology Program for Appearance and Eating Research (APPEAR). Dr. Rodgers received her PhD from the University of Toulouse in France. Her research with APPEAR focuses on body image, disordered eating and other appearance-changing behaviours. Grounded in sociocultural models, this work aims to develop models of the effects of sociocultural determinants on these behaviours, with a view to preventing eating disorders and associated concerns at the individual level and also at the macro-level through public policy and industry practices. She is a Fellow of the Academy of Eating Disorders.
Michael Rich, “The Mediatrician”, founded and directs the pioneering Center on Media and Child Health which uses science to understand how our physical, mental and social health are affected, in positive and negative ways, by the media we use and how we use them. Associate Professor of Pediatrics at Harvard Medical School and of Social and Behavioral Sciences at Harvard T.H. Chan School of Public Health, he has applied research evidence to clinical care in the Clinic for Interactive Media and Internet Disorders at Boston Children’s Hospital. Understanding the power of screens to engage, connect, and change us all, he is bringing together paediatricians and software engineers, researchers and screenwriters, psychologists and product designers in the Digital Wellness Lab to synergise in researching, responding to, and innovating a digital environment in which we can be healthier, smarter, and kinder.
Sebastian Sattler is a Lecturer and Project-Leader at the Institute of Sociology and Social Psychology (University of Cologne) and an Associate Member of the Pragmatic Health Ethics Research Unit at the Institut de recherches cliniques de Montréal (Canada). He became a CGS-Thyssen PostDoc Fellow at the Cologne Graduate School in Management, Economics and Social Sciences and received an Early Career Scholarship from the John Templeton Foundation. His interdisciplinary research interests include sociological and (social) psychological theories, decision making, health-behaviour, stigma, criminology, moral judgment, and quantitative methods. His work has been published in the American Journal of Bioethics, the European Sociological Review, Frontiers in Psychology, and PLOS ONE.
Julian Sefton-Green is a Professor of New Media Education at Deakin University, Melbourne, Australia. He has worked as an independent scholar and has held positions at the Department of Media and Communication, London School of Economics and Political Science and at the University of Oslo. He is currently a Visiting Professor at The Playful Learning Centre, University of Helsinki, Finland. He has researched and written widely on many aspects of media education, new technologies, creativity, digital cultures and informal learning and has authored, co-authored or edited 18 books has spoken at over 50 conferences in 20 countries <www.julianseftongreen.net>
Kristen Weatherby is a Researcher and Consultant helping organisations understand, measure, and communicate their impact in education. Most recently, she helped develop and launch University College London's EDUCATE accelerator supporting edtech startups in their development of world class products for education. Previous to this, she led the 2013 cycle of the Teaching and Learning International Survey (TALIS) at the OECD, working with governments to survey teachers in 34 countries. At Microsoft, she led global initiatives to support schools and teachers integrating technology into teaching. She has a PhD in education technology from the UCL Institute of Education, and a Masters in teaching from the University of Michigan.
