Dr. Mifrah (AFHEA), is currently involved as a Senior lecturer at Torrens University in Games Design and Development and has taught across multiple schools of design, IT, and business at Deakin University since 2018. Initially, she taught across faculties since 2013 (Malaysia), enabling her to bring a sense of adaptive, transformative, and experiential learning across disciplines and schools. Her focus of research involves unpacking educational game design through a software lens and recently, it has refocused a more educational view of ‘experiential learning’ across games and educational game design processes. She has numerous published conferences, journals, book chapters, and a book; to outreach communities with research interest in bridging education and game design through qualitative and participatory research approaches. Her interest is to explore the possibilities of qualitative approaches, participatory design approaches, and Design thinking techniques, across experts to examine and connect an innovative and creative bridge between fields. In addition, the following list of areas of interest in the field of research include: Gamification in education (digital apps), Educational games and how they scaffold learning for students, Teachers' practices of using games in their classrooms (other learning tools that assist their teaching as well), Experiential learning theory/constructive learning and teaching pedagogies, Game designing and development, and Digital transformation/Digital applications used in Education. Further interest involves VR, AI in games and AI application within the education context.

With over 20 years of experience of teaching in Higher Education in various roles, Dr Saher Ali is a traditionally trained scientist with extensive training in the teachings of anatomy and physiology. Currently employed at Torrens University Australia. Saher’s current research interests include the delivery of biomedical education to undergraduate students, digital literacy and academic integrity. She has also served as an Academic Integrity officer for the university. Prior to her role at Torrens, she was teaching as lecturer and received her doctorate from RMIT University. Alongside her doctorate, she has acquired training in anatomy and physiology pedagogy. Her academic journey has allowed her to embark on a journey to increase student engagement and improve learning outcomes using modern and innovative teaching.

Dr Samantha Bax is a lecturer at the School of Information Technology (I.T.) at Murdoch University in Western Australia. Her current research interests include Artificial Intelligence (AI) and its role in Higher Education learning.

BIOs

Jess Co is an education-focused senior lecturer in the Department of Management at the Monash Business School. Her expertise is in technology-enhanced learning. Jess has 30 years of university teaching experience specialising in management, entrepreneurship, creativity and innovation across universities in Australia, the UK, South Africa, Sweden and the Philippines. She has also worked as an educational designer. She brings years of experience in curriculum and materials development and has taught in face to face, blended and fully online modes. She is a senior fellow of the Higher Education Academy. Her recent education research projects cover diverse areas such as video feedback, gamification, nudging and teachers’ social presence in videos and student coping.

John Dawes is a Professor of Marketing at Adelaide University with three decades of teaching experience. He conducts a significant amount of industry-funded research, which is used as empirically-based content in his courses. Vivien Chanana is an Associate Professor and academic lead in the School of Marketing at Adelaide University. Vivien has won numerous University and national awards for teaching excellence.

Kate is the Assistant Dean of Teaching and Learning at City University of Hong Kong's Jockey Club College of Veterinary Medicine and Life Sciences, and Programme Leader of the Bachelor of Veterinary Medicine (BVM). CityUHK’s BVM is the only veterinary programme in Asia to hold dual international accreditation with the RCVS and AVBC. As a veterinary educator, she is dedicated to advancing innovative teaching methodologies and enhancing student engagement. Her interests include curriculum development, assessment, and the integration of technology in VetEd, particularly regarding clinical skills acquisition; aiming to prepare students for the evolving demands of the modern veterinary profession. An advocate for student-centered learning, Kate has facilitated initiatives that foster a collaborative and inclusive learning environment within the BVM. Her contributions to VetEd are recognized through various awards, including the CityUHK Teaching Excellence Award 2022/23 and being a finalist in the 2024 UGC Teaching Award (Collaborative Teams, Team Leader).

GENG Hongyan Helen is an Assistant Professor of Teaching at Division of Science, Lingnan University. She has extensive experience in teaching general education science courses to non-science majors. Her areas of specialization include environmental geochemistry and interdisciplinary studies on sustainability. Her recent interest is science general education in the digital era.

Dr Xiaoting Yu is an affiliate investigator of Digital Media Research Centre, Queensland University of Technology. She is also teaching communication theories and media industries courses across QUT’s undergraduate and postgraduate programs. Her pedagogical approach is informed by her research in creator cultures, platform studies and media management. By integrating contemporary and global perspectives into the curriculum, Xiaoting seeks to engage students to critically examine the influence of technology in media industries and creative labour.

Chinese Language Teacher in Singapore. Engaged in teaching and educational research year-round. Currently pursuing a PhD in Entrepreneurship Education and Teacher Studies at the Faculty of Education, National University of Malaysia.

Adil Hammadi is a teaching-focused academic within the School of Management and Marketing, teaching in Supply Chain Management. His primary interest lies in the application of digital technologies in teaching. In this presentation, Adil will showcase the use of business simulation in a postgraduate unit, demonstrating how game-based learning can deepen student engagement, foster strategic thinking, and bridge the gap between theory and practice. By immersing students in realistic decision-making environments, simulations help develop critical job-ready skills such as problem-solving, collaboration, and data-driven decision-making—skills highly valued in today’s dynamic business landscape.

Dr Tom Whitford is an educator, academic, learning designer, and consultant who has worked with leading UK, North American, and Australian universities. His research interests span innovative approaches to online teaching and learning, pedagogy, and effective learning design with AI. This research has been featured at conferences of local and international significance, and he reviews a variety of global academic publications and trade journals. Tom has received numerous teaching and learning grants focusing on classroom innovations in marketing and communications, as well as awards for teaching excellence. His professional background includes senior consultancy, subject-matter expertise across business disciplines, and digital marketing strategy with corporate clients and creative agencies. His mission is to promote high-quality university teaching at the nexus of best practices in design, historical pedagogies, and contemporary technologies. Tom is passionate about building educator capacity and supporting professional development for improved student learning.

Shraddha Iyer is a psychology graduate and current honours student whose research is grounded in educational and developmental psychology. With experience across both medical and research settings, she brings a strong interdisciplinary lens to understanding child development, learning, and wellbeing. Shraddha is particularly passionate about how children learn and thrive within multicultural and diverse environments, and her work emphasises the importance of culturally responsive, inclusive approaches in both educational and community contexts. Her background includes hands-on experience supporting patients in a medical clinic, research experience in psychology labs, and academic training that has shaped her commitment to bridging scientific evidence with practical, real-world application. Shraddha is driven by a belief that effective education must acknowledge the complexity of children’s lived experiences and identities. Through her research she hopes to contribute to more equitable practices that empower young people, families, and educators, ultimately fostering environments where every child can flourish.

Dr Barak Kandell is a Senior Lecturer in Statistics at The Academic College of Tel Aviv–Yafo, Israel, and a Statistics Course Coordinator at The Open University of Israel. His research focuses on statistics education, assessment design, artificial intelligence in higher education, and quantitative research methods. His recent work examines how assessment formats and AI-supported learning influence student achievement, perceptions, and learning experiences.

TBC

Angen Yudho Kisworo is a PhD candidate in Education at Deakin University, Australia. His research focuses on culture in doctoral supervision feedback practices, with particular attention to international doctoral students and feedback literacy. He holds a Master of TESOL from Monash University and a Bachelor of Education from the State University of Surabaya, Indonesia. Angen is currently a sessional at Deakin University, where he assesses and provides feedback comments for students. He also serves as a Lecturer at Universitas Dinamika, Indonesia. His academic interests include feedback literacy, academic socialisation, and TESOL.

Josiah is Associate Director, Online Learning & Teaching Delivery at Western Sydney University’s The College and co-founder of Hakamana AI. His work centres on AI-enabled online pedagogy, student success, and university pathway design for international entrants. He has led the College’s Online Teaching & Learning Model (2026), an Online Student Success Framework, and a staff capability programme of four online modules and six workshops. Previously he designed full programmes at Open Polytechnic NZ and established an industry relations programme at the National University of Singapore linking alumni and students for mentoring, placements, and live briefs. His doctoral research examines AI in education, including the AITTTS and electronic nonverbal communication. He has presented at AARE and ASCILITE and collaborates with institutions in Aotearoa New Zealand and Australia. He advises on online delivery, assessment, and transition pathways, with attention to arts and design cohorts and Indigenous-informed practice.

Dr. Isabella Leung is a Lecturer in Traditional Chinese Medicine and clinical researcher with a track record in non-pharmacological interventions and integrative therapies for the treatment of neuro-psychiatric disorders. She is passionate about interprofessional education, maximising clinical learning and training, and translating theory into practice. In particular, she aims to use innovative, fun, and engaging methods that stimulate critical thinking skills and application.

Primrose is an endorsed Clinical Psychologist and Educational and Developmental Psychologist with over twenty-five years of extensive clinical and educational experience. She is a counsellor, lecturer, and group leader who has worked across women’s health, including perinatal depression and anxiety, as well as with children, adolescents, and families experiencing a wide range of learning, emotional, behavioural, and mental health challenges. Alongside her clinical practice, Primrose brings deep expertise in translating psychological theory into applied learning and teaching contexts. Her work focuses on evidence-informed practice, reflective learning, and preparing future practitioners for complex real-world decision-making. Through her teaching and curriculum contributions, she is committed to fostering critical thinking, ethical practice, and student engagement within psychology education.

Author is final-year undergraduate students from the Singapore Institute of Technology (SIT), enrolled in the Bachelor of Science (Honours) in Physiotherapy programme. This study was conducted as part of their undergraduate thesis, under the supervision of Associate Professor Ong Peck Hoon and Dr Tan Chin Pei.

Jeffrey teaches at the University of Sydney Business School. He values student well-being and experience in learning, and strives to enhance relevance in his courses through industry engagements. He also strongly believes that a successful learning journey involves taking place in a caring, collective, constructive and collaborative environment where everyone can learn with each other on the same platform regardless of their background.

Dr. Yanying Lu, FHEA, is a linguist and Chinese language educator at Deakin University whose research examines cultural conceptualisations, transcultural identities, and pragmatics. In this project, she brings these perspectives to bear on the study of relational dynamics and intercultural ethics in human-AI collaborative learning. Dr Danielle Hamilton, SFHEA, is a Senior Lecturer in the Learning Design Team at Deakin University. She leads university-wide strategic academic capability-building programs designed to maximise the participation and achievement of all learners. Danielle has extensive experience in the fields of arts, education, accessibility, and inclusion. Her research pursuits centre on experimental projects that explore the ethics of relationships at the interstices of bodies and technologies. Mr Allan Jones is the General Manager Software Engineering at Deakin's Applied AI Initiative. When wearing his research hat, Allan's broad focus is on designing socio-technical fabric and building digital ecologies of intelligence, care, and representation that reframe and centre human agency and contextualise the "beyond-the-human" in human-machine cooperation and collaboration.

Dr Shikha Malviya is a mental health occupational therapist, psychotherapist, and an early career researcher, currently employed as a Lecturer in Occupational Therapy at the University of Southern Queensland, Australia. She brings over 24 years of clinical experience across diverse mental health settings in Australia and Singapore. Her research focuses on the integration of spiritual care into healthcare practice, the use of body focused spiritual practices as sensorimotor mental health interventions, and improving wellbeing of culturally and linguistically diverse populations. Dr Malviya has published multiple empirical and review papers in leading peer-reviewed journals and is actively involved in research projects aimed at developing culturally responsive, evidence-based approaches to holistic mental health care.

Matthew Phua Tai Kit (Business, Finance and Operations) Matthew Phua Tai Kit is a co-founder at TinyEquations, where he leads business, finance, and operations across cross-border education initiatives in Singapore and Malaysia. He brings a strategic perspective that bridges engineering, finance, and educational innovation, supporting the sustainable development and deployment of learning technologies in authentic educational contexts. Matthew has secured over USD 12,000 in startup funding and multiple letters of intent across regional partners. He also serves as a youth advisor in technology, education, and entrepreneurship at his alma mater, contributing to initiatives that support student development and applied learning. His interests lie in translating research and innovation into scalable, practice-informed solutions for education. Htet Myat Koko (Product and AI) Htet Myat Koko is an AI engineer and co-founder at TinyEquations, specialising in the design of AI systems for education and human-centred assessment. He is a recipient of the Singapore Valley Awards (SVA) for innovation and technical entrepreneurship and has been featured in Lianhe Zaobao. Htet has built AI architectures across multiple industries, including education, supply chain, and commerce, with a focus on applied, real-world deployment. He is also the founder and educator of Candellar Pte Ltd, an education centre in Myanmar. His work focuses on aligning AI capabilities with pedagogical intent, supporting educators through design-based and practice-informed innovation.

Dr Katrina Muller-Townsend is a Lecturer in Psychology in the School of Arts and Humanities at Edith Cowan University. Her research focuses on cognitive processes in learning and skill acquisition, including automaticity, individual variability, and the transfer of learning across contexts. She examines how cognitive mechanisms support resilient, adaptive, and sustained learning, with research spanning academic motivation, resilience, cognitive ageing, and personalised learning pathways. Dr Muller-Townsend applies psychological theory to curriculum and assessment design in higher education and plays an active role in developing inclusive, evidence-based learning experiences within ECU’s accelerated psychology programs. She is committed to bridging research and teaching practice to support deep learning, learner wellbeing, and diverse cognitive profiles. She holds a PhD in Psychology from Edith Cowan University and has extensive experience in quantitative and mixed-methods research, student supervision, and ethical human research governance.

Dr. A Anand Naidu is a lecturer in management at Murdoch University, where he teaches across postgraduate programs in business strategy, entrepreneurship, and project management. With a strong commitment to student-centred learning, Anand integrates real-world case studies, experiential activities, and industry collaboration into the classroom to bridge theory and practice. Anand’s research interests focus on entrepreneurial orientation, strategic decision making, social enterprise development and innovation in higher education. He has contributed to both academic and practitioner outlets. Beyond teaching and research, Anand actively engages with industry and community partners, fostering collaborations that enhance student employability and drive social impact. Passionate about empowering the next generation of leaders, Anand is dedicated to creating inclusive, innovative, and future-focused learning environments.

I'm Pathmapirian, a 3rd-year PhD student from the University of Queensland, and I have a BSc (Hons) degree in Electronic and Telecommunications Engineering with first-class honors from the University of Moratuwa, Sri Lanka, in 2020. I'm currently working with Dr. Chamith on FPGA-related works, and the thesis is in approximate computing. Dr.Chamith completed his PhD in Electrical and Computer Engineering at the University of Akron, Ohio, USA in 2014 and BSc (Hons) degree in Electronic and Telecommunications Engineering with first class honours at the University of Moratuwa, Sri Lanka in 2007. His research interests and expertise include multidimensional signal processing, digital hardware architectures for signal processing, FPGA based system design, hardware accelerators for machine learning, and engineering education.

Amy Nyau is an educator at the School of Foundation Studies, teaching mathematics and physics units for engineering and science students. She holds a First Class Honours Bachelor’s degree in Mechanical Engineering and a Master of Research in Engineering, combining strong technical expertise with research experience. Her scholarly interests focus on statistical process control and educational innovation, particularly the integration of technology and data-driven approaches to enhance teaching and learning outcomes. Amy is dedicated to developing engaging, evidence-based instructional strategies that foster critical thinking, problem-solving, and digital literacy. She has contributed to curriculum development and led initiatives promoting knowledge transfer and innovative learning practices. Her work reflects a synthesis of technical rigor and educational insight, positioning her as a dynamic contributor to both engineering education and higher education innovation.

Pelzer is an academic specialising in medical microbiology, infection prevention and control, with a strong commitment to experiential and authentic learning. Her teaching focuses on preparing future health professionals through practice‑informed education embedded at the teaching–research nexus. Pelzer coordinates units in medical microbiology and infection control and lead research‑integrated learning projects examining antimicrobial performance of vascular access dressings and students’ infection control perceptions and practices. Pelzer's research expertise in host–microbe interactions, including leadership of female reproductive tract sampling for the Australian Human Microbiome Biobank, informs evidence‑based, real‑world learning approaches. Pelzer is a Senior Fellow of the Higher Education Academy and Associate Fellow (Indigenous Knowledges).

Third-year student researcher in social science and educational psychology

Dr Lynette Pretorius is an award-winning educator and researcher who interlaces imagination and insight to reimagine what higher education can be. Drawing on her interdisciplinary expertise, she weaves together diverse ideas, lived experiences, and pedagogical innovations to create inclusive and transformative learning environments. Lynette has extensive experience teaching across undergraduate, postgraduate, and graduate research levels, including supervising PhD students. Her research advocates for more compassionate, equitable, and creative learning environments, with a particular focus on doctoral education, AI literacy, research literacy, academic identity, and student wellbeing. She is the author of numerous peer-reviewed publications, including two academic books that explore the lived experiences of graduate research students. As a Senior Fellow of the Higher Education Academy, Lynette has also been internationally recognised for her leadership in teaching and learning, particularly her dedication to designing transformative educational experiences that centre wellbeing, justice, and student growth.

Dr Renee Ralph is a Lecturer and Unit Coordinator for Strategic Career Design in the People, Culture and Organisation discipline within the School of Management and Marketing at Curtin University. She oversees the delivery of this essential unit to over 3,000 students annually across Curtin’s global campuses, including Perth, Dubai, Singapore, Miri, Mauritius, and Colombo, coordinating a teaching team of approximately 25 academic staff. Renée brings over 20 years of industry experience across the legal, resources, agriculture, ASX‑listed, not‑for‑profit, and government sectors, informing a strongly practice‑based approach to teaching and student career development. Her work bridges theory and professional practice and her interests include decision making, international management, people and culture, careers, human resources, AI literacy, digital literacy, and innovative teaching and learning. Renée is exploring assessment design and curriculum innovation in AI‑enabled higher education environments.

Dr Renée Ralph is a Lecturer and Unit Coordinator for Strategic Career Design in the People, Culture and Organisation discipline within the School of Management and Marketing at Curtin University. Her work focuses on the ethical, pedagogically grounded integration of generative artificial intelligence (GenAI) in teaching, learning, and assessment, particularly in large‑scale and globally delivered units. Renée leads the coordination of a core unit with more than 3,000 students annually across Curtin’s global campuses, including Perth, Dubai, Singapore, Miri, Mauritius, and Colombo. She oversees25 teaching team and supports sustainable assessment design and curriculum coherence in AI‑enabled learning environments. Drawing on over 20 years of industry experience across the legal, resources, agriculture, not‑for‑profit, and government sectors, she brings a practice‑based lens to career development, employability, and professional judgement. Renée’s interests include decision‑making, people and culture, careers, AI literacy, digital literacy, and innovative teaching and learning in international higher education contexts.

Dr Renée Ralph is a Lecturer and Unit Coordinator for Strategic Career Design in the People, Culture and Organisation discipline within the School of Management and Marketing at Curtin University. As a committee member of Curtin Assessment 2030 initiative, her work focuses on the ethical, pedagogically grounded integration of generative artificial intelligence (GenAI) in teaching, learning, and assessment, particularly in large‑scale and globally delivered units. Renée oversees a core unit with an enrolment of over 3,000 students annually across Curtin’s global campuses, including Perth, Dubai, Singapore, Miri, Mauritius, and Colombo. She leads 25 teaching staff members and supports sustainable assessment design and curriculum coherence in AI‑enabled learning environments. Drawing on over 20 years of industry experience across the legal, resources, agriculture, not‑for‑profit, and government sectors, she brings a practice‑based lens to career development, employability, and professional judgement. Renée’s interests include decision‑making, people and culture, careers, AI literacy, digital literacy, and innovative teaching and learning in international higher education contexts. Dr Rohini Balapumi is a Lecturer in Business Information Systems and Deputy Director of Learning and Teaching in the School of Management and Marketing at Curtin University. Her work focuses on the ethical and pedagogically aligned integration of Generative AI (GenAI) in teaching, learning, and assessment. Within Curtin’s Assessment 2030 initiative, she supports school-level efforts to develop AI-resilient assessments and build AI literacy among staff and students. She recently organised and facilitated an industry roundtable exploring how GenAI is reshaping the future of work, graduate capabilities, and curriculum expectations, informing SoMM’s AI literacy strategy. Rohini is a Fellow of the Higher Education Academy and a Member of the Australian Computer Society (ACS) WA Branch. She currently serves as Chair of the ACS WA Branch’s AI Special Interest Group, where she facilitates cross-sector conversations on ethical AI integration and digital capability building.

Danielle is an education-focused academic in online postgraduate learning and a Fellow of the Higher Education Academy (FHEA). As the Director Masters Project Management (online), Danielle leads curriculum design with a strong emphasis on programmatic assessment and AI literacy. Her research interests include AI and teamwork, self-determined learning, human-centred approaches to project management, co-design and programmatic course development. Danielle is committed to innovative teaching practice, contributing to sector-wide conversations about assessment, AI literacy, and the future of teamwork in higher education.

Torsten is a Senior Lecturer at Curtin University in the discipline of Business Information Systems and Supply Chain Management. In contrast to the mathematical focus on optimisation and simulation, he engaged in the scholarship of learning and teaching. Over the past years, the core focus has been on virtual and augmented reality environments for teaching and learning (i.e., health and safety and visualisation of abstract concepts). With Gen-AI, he looked further into the challenge of maintaining academic integrity; i.e. designing secure assignments with AI integration to allow students the use of emerging technology while ensuring critical thinking.

Hannah Richardson is an educator with over 30 years of teaching experience in mainstream, alternative, and higher education learning environments. Current research projects include investigating how new technologies can impact PSTs teaching skills and confidence, and how using new technologies can reduce literacy and numeracy anxiety to develop skills in preparation for the Literacy and Numeracy Test for Initial Teacher Education (LANTITE).

Mrs. Sowmya Sathish Sowmya Sathish is currently a PhD candidate at the National University of Singapore, examining flexible classrooms in contemporary academic practice. She holds a Bachelor of Architecture from India and a Master’s degree in Building Science from the National University of Singapore, where she was awarded the Gold Medal in 2011. Sowmya began her career in architectural practice and sustainable design consultancy, contributing to large-scale projects in Singapore with a focus on environmental performance and energy efficiency. She is a LEED Accredited Professional (BD+C) and a Certified Green Mark Manager. From 2015 to 2024, she transitioned into academia, serving as a Lecturer and subsequently as an Academic Manager at Temasek Polytechnic, where she led curriculum development, academic quality initiatives, and pedagogical innovation. Her teaching has been recognised through multiple institutional awards, including being named a President’s Award for Teachers Finalist in 2021. Prof. Siu-Kit Lau A/Prof Lau graduated from the Hong Kong Polytechnic University in 1997 with a Bachelor’s degree in Building Services Engineering and received his Doctor of Philosophy degree in Acoustics in 2003. Prior to commencing his doctoral studies, he worked as a consultant engineer at Daniel Chan & Associates Ltd. in Hong Kong. He also gained industry experience at Acron International Technology Ltd., Emerson Climate Technologies, and Johnson Electric Industrial Manufactory, Ltd., where he contributed to industrial research and development projects and the design of energy-efficient engineering systems. From 2004 to 2009, A/Prof Lau served as a visiting lecturer and later as an assistant professor in the Department of Building Services Engineering at the Hong Kong Polytechnic University. He subsequently took up an assistant professorship at The Charles W. Durham School of Architectural Engineering and Construction at the University of Nebraska–Lincoln. His research work has received consistent approval and support across academic and industrial settings.

The author is a PhD Research Scholar and a senior professional with over 25 years of extensive experience in strategic and tactical communication, interception, and data center management. An Electronic and Communication Engineer by training with an M.Tech from BITS Pilani and an MBA, he has bridged the gap between technical expertise and strategic leadership throughout his career. His current doctoral research focuses on cognitive science and multimedia learning, specifically quantifying the quality of instructional videos using Mayer’s principles and the temporal contiguity effect. By leveraging AI and user-centric data, he aims to refine Intelligent Tutoring Systems. His unique background integrates high-stakes operational precision with advanced academic research to enhance digital pedagogy and communication technologies.

Dr Rebecca Smith is a Certified Practicing Speech Pathologist who works at Western Sydney University as a Lecturer in Speech Pathology. Before joining the Western Sydney University team in 2024, Rebecca worked as a Lecturer in the department of Speech Pathology at the University of Technology Sydney. Rebecca finished her PhD at the University of Technology Sydney in 2022 which examined the impacts of dysphagia on quality of life, participation, and inclusion. The project also examined the feasibility of using 3D food printing to improve the quality of life of people with dysphagia who require texture-modified meals. Rebecca received a Post Graduate scholarship from NHMRC to complete this project (2020-2022). Rebecca completed her Bachelor of Speech Pathology (Honours) at the University of Newcastle where she received 1st Class Honours and the University Medal. Rebecca also currently works part time in a private practice with children with developmental disabilities.

I am an Education-Focused Lecturer at the School of Architecture and Built Environment at Deakin University. My multidisciplinary background in architecture, engineering, and construction (AEC) and over 19 years of industry experience have shaped and advanced my academic career. My teaching philosophy emphasises the importance of keeping students motivated and coaching them in both traditional classroom settings and online distance-learning systems. My scholarship of teaching and learning is driven by an interdisciplinary approach aimed at advancing tertiary education practices. This includes collaborative unit delivery, innovative assessment design, the integration of teaching and learning tools, and the fostering of inclusive practices.

Dr Judy Too is an Associate Lecturer (Education Specialist) in the Department of Infrastructure Engineering, Faculty of Engineering and Information Technology at the University of Melbourne, where she teaches and coordinates subjects in the Engineering Management program. Her scholarship sits at the intersection of engineering education, professional learning, and educational design, with a particular focus on how experiential and simulation-based pedagogies support the development of evaluative judgment, epistemic agency, and collaborative reasoning in AI-mediated learning environments. Her work examines how emerging technologies, including generative artificial intelligence, are reshaping students’ approaches to knowledge construction, decision-making, and professional responsibility. Grounded in design-based research, her teaching integrates reflective practice, authentic assessment, and industry-informed scenarios to prepare engineers to exercise critical judgment, ethical responsibility, and strategic communication in complex and rapidly evolving socio-technical contexts.

Dr. Virginia Tze is an Associate Professor in the Department of Educational Administration, Foundations and Psychology. Dr. Tze received her Ph.D. in school and clinical child psychology from the University of Alberta, and she is a registered psychologist with the Psychological Association of Manitoba and College of Alberta Psychologists. Her research focuses on social-emotional learning, emotion management, self-regulation, psychological wellbeing and intervention, and cultural diversity. She is currently the Editor for the Canadian Journal of School Psychology and was a past member on the Accreditation Panel with the Canadian Psychological Association.

Pieter van Schalkwyk is a Lecturer and Academic Chair of International Business at Murdoch University's Business School. Holding a PhD in Marketing Management, his primary research investigates the intersection of consumer behaviour and financial well-being, with a specific focus on materialism, status consumption, and credit usage among Generation Y. He has published extensively on how social comparison drives consumption habits and student debt. Additionally, his research portfolio includes the study of entrepreneurship, examining the barriers and drivers for migrant and agricultural entrepreneurs.

Dr. Johnson Li is an Associate Professor in the Department of Psychology at the University of Manitoba and is currently the Past Chair for the Quantitative Methods Section of the Canadian Psychological Association. He is a researcher in quantitative methods for psychology and education, with a focus on robust statistical models, machine learning algorithms, research design, scale development and validation, and the application of these methods to understand psychological attributes and learning skills. His research interests include effect size measures, robust statistics, bootstrapping, missing data handling techniques, small-sample designs, reliability assessment, and machine learning algorithms based on artificial neural networks and generative artificial intelligence. He also develops and evaluates educational and psychological scales and apply his quantitative expertise to predict well-being, academic emotions, and cognitive skills. Additionally, he has engaged in interdisciplinary collaborations across fields such as school psychology, clinical psychology, physical therapy, pharmacy, nursing, and psychiatry. Dr. Virginia Tze is an Associate Professor in the Department of Educational Administration, Foundations and Psychology at the University of Manitoba. Dr. Tze received her Ph.D. in school and clinical child psychology from the University of Alberta, and she is a registered psychologist with the Psychological Association of Manitoba and College of Alberta Psychologists. Her research focuses on social-emotional learning, emotion management, self-regulation, psychological wellbeing and intervention, and cultural diversity. She is currently the Editor for the Canadian Journal of School Psychology and was a past member on the Accreditation Panel with the Canadian Psychological Association.

Dr. Virginia Tze is an Associate Professor in the Department of Educational Administration, Foundations and Psychology. Dr. Tze received her Ph.D. in school and clinical child psychology from the University of Alberta, and she is a registered psychologist with the Psychological Association of Manitoba and College of Alberta Psychologists. Her research focuses on social-emotional learning, emotion management, self-regulation, psychological wellbeing and intervention, and cultural diversity. She is currently the Editor for the Canadian Journal of School Psychology and was a past member on the Accreditation Panel with the Canadian Psychological Association.

Dr. Johnson Li is an Associate Professor in the Department of Psychology at the University of Manitoba and is currently the Past Chair for the Quantitative Methods Section of the Canadian Psychological Association. Dr. Li is a researcher in quantitative methods for psychology and education, with a focus on robust statistical models, machine learning algorithms, research design, scale development and validation, and the application of these methods to understand psychological attributes and learning skills. His research interests include effect size measures, robust statistics, bootstrapping, missing data handling techniques, small-sample designs, reliability assessment, and machine learning algorithms based on artificial neural networks and generative artificial intelligence. He also develops and evaluates educational and psychological scales and apply his quantitative expertise to predict well-being, academic emotions, and cognitive skills. Additionally, he has engaged in interdisciplinary collaborations across fields such as school psychology, clinical psychology, physical therapy, pharmacy, nursing, and psychiatry.

Dr. Virginia Tze is an Associate Professor in the Department of Educational Administration, Foundations and Psychology. Dr. Tze received her Ph.D. in school and clinical child psychology from the University of Alberta, and she is a registered psychologist with the Psychological Association of Manitoba and College of Alberta Psychologists. Her research focuses on social-emotional learning, emotion management, self-regulation, psychological wellbeing and intervention, and cultural diversity. She is currently the Editor for the Canadian Journal of School Psychology and was a past member on the Accreditation Panel with the Canadian Psychological Association.

The authors are members of the Learning Analytics Group at the University of New South Wales.

Dr Katherine Herbert is currently Sub Dean Learning and Teaching in the Faculty. She graduated with a PhD at University of Southern Queensland with a thesis focused on capability building in higher education.

Mr Cesar Alvarez is currently Lecturer in Terrorism in the Australian Graduate School of Policing and Security. He completed a double Master’s Degree of Policing, Intelligence and Counter Terrorism with the Masters of International Security Studies at Macquarie University. He also holds a Bachelor’s Degree on Government and International Relations at Externado University in Colombia.

Dr Danielle Greaves is an Online Lecturer in Health Science (Anatomy's) and Community and Public Health degrees offered by Adelaide University Online since 2021. Her role involves working closely with divisional staff a provide high-quality online teaching to undergraduate students, and to coordinate the day-to-day activities of online tutoring staff. Danielle is passionate about the opportunities provided by online learning, and in particular bridging the gap between face-to-face and online student experiences. Danielle was awarded her PhD (Psychology) in 2021. This research focussed on how we could decrease future dementia risk in older adults undergoing elective cardiovascular surgery. More broadly, her discipline research interests are surrounding how we age both cognitively and physiologically.

Dr Nicole Miller is an Online Lecturer in Health at Adelaide University Online where she teaches in Public Health and Health Sciences courses. She is responsible for contributing to the development and delivery of high-quality and engaging online courses to undergraduate students. Nicole is focused on understanding and improving student’s experiences of online learning. Nicole completed her PhD in Public Health. Her discipline research interests focus on the connections between humans and nature, including nature play, outdoor learning and citizen science.

Rebecca Godwin is an Online Course Facilitator at UniSA Online, with a background in digital media, education and Defence. She teaches courses in digital design and communications. Rebecca is passionate about inclusive, engaging learning and supporting diverse learners. Her research explores student success, flexible assessment, and generative AI in learning. Rebecca is involved in projects enhancing online learning and supporting efforts to decolonise the curriculum.

Joanne Mignone is the Program Director for the Bachelor of Digital Media at UniSA Online, as well as an awarded academic, artist and illustrator in the Bachelor of Design (Illustration and Animation) at the University of South Australia. Joanne's main teaching focus is coordinating and teaching illustration, drawing and creative artefact production processes. She has won teaching awards, including a recent fellowship and grants for her teaching of drawing and illustration and regularly exhibits her work internationally. Joanne is a research degree supervisor and her research examines expanded illustration practice and pedagogy, publishing both creative artefacts and traditional research outputs.