Emma Anderson has a PhD from the University of Pennsylvania’s Graduate School of Education. She holds an MA from the University of Buffalo in geology and an BA from Smith College in sociology-anthropology. Her research centers around science, art, making, and play. Prior to her doctoral studies, she worked at Baltimore Woods Nature Center as an environmental educator bringing science lessons into urban kindergarten through 6th-grade classrooms and leading summer campers around the woods.

Katerina Cizek is an influential figure in international media, with over 25 years of experience as a Peabody- and Emmy-winning documentarian, researcher, author, producer, and senior leader working with collective processes and emergent technologies. At MIT, she is a research scientist, and co-founder of the Co-Creation Studio at MIT Open Documentary Lab. She is lead author (with William Uricchio) on the world’s first comprehensive book on co-creating media, Collective Wisdom, published by MIT Press in 2022. At the studio, she designs and leads innovative incubators, workshops, research projects, delegations, and fellowships fusing art, documentary, and journalism with emergent tech and science.

For over a decade, Cizek worked as a documentary director at the National Film Board of Canada, transforming the organization into a world leader of emergent tech storytelling with the projects HIGHRISE and Filmmaker-in-Residence. Founded on both community-based and global partnerships, these two long-form digital projects garnered international awards and critical acclaim. Cizek’s earlier human-rights documentary film projects — on subjects ranging from the handycam media revolution to people smuggling and the Rwandan genocide — instigated criminal investigations, changed United Nations policies, and screened as evidence at an International Criminal Tribunal, as well as on television and at festivals around the world.Currently, Cizek serves on the inaugural Interactive Board of Jurors for the Peabody Awards, amongst others.

As Studio Manager for the MIT Game Lab, Rik Eberhardt spends his days playing Tetris: with people, boxes, tasklists, equipment, money, and time. When not staring at a spreadsheet trying to fit in another computer purchase, a last minute event budget, or placing undergraduate researchers on a Game Lab project, he's chipping away at spreadsheets on his DS, reproducing pixel-art in Picross and Picross 3D, or managing the ultimate spreadsheet, a game of Sid Meier's Civilization. He is also an instructor for two MIT Game Lab classes on game production and has served as a mentor and director for multiple game development projects including elude, a game about depression produced in the summer of 2010. He holds a Bachelor of Arts degree from the College of William & Mary, is a Certified Scrum Master, a PMI Agile Certified Practitioner, and is currently working towards a Serious Games MA Certificate from Michigan State University.

Irene A. (Anne) Lee is research scientist at MIT’s Scheller Teacher Education Program / Education Arcade. She is the founder and program director of Project GUTS: Growing Up Thinking Scientifically and Teachers with GUTS. The programs she develops enables participants to create computer models then use them to gain a scientific understanding of the world around them. Lee’s research focuses on students’ and teachers’ understanding of complex adaptive systems and their development of computational thinking skills. She is the Chair of the Computer Science Teachers Association (CSTA) Computational Thinking Task Force and serves as a lead writer of the K-12 Computer Science Frameworks and the CSTA K-12 Computer Science Standards. Lee is past president of the Supercomputing Challenge and the Swarm Development Group, and past director of the Learning Lab at Santa Fe Institute.

As an assessment scientist, Grace Lin is particularly interested in measurement and playful assessments for and of learning. Her research centers around different areas of cognition and how games can be implemented to not just help people learn, but also measure elusive constructs. She received her PhD in Education from University of California, Irvine, an Ed.M. in Mind, Brain, and Education from Harvard Graduate School of Education, and a B.A. in Psychology from New York University. At UC Irvine, she was trained as a Pedagogical Fellow and conducted teaching assistant and course design PD workshops for both first year graduate students and postdocs across various disciplines. Prior to joining MIT, Grace was a postdoctoral fellow at the University of Oregon, working with nonprofit organizations and on an early childhood measures repository.

Kate Moore is a research scientist who studies how to teach middle and high school students about systems and ethics of artificial intelligence and machine learning. She earned her doctoral degree at Teachers College, Columbia University, where she studied cooperative learning and collaborative problem solving, and worked part-time as a professional development coach for STEM teachers in New York City public schools with the Center for the Professional Education of Teachers (CPET). Before entering the world of research and design, Kate served as a middle school science and special education teacher for 10 years. She has worked in public, independent, and charter schools in New York City NY, Newark NJ, and Pittsburgh PA.

Dan Roy is a research scientist at the Education Arcade and the Teaching Systems Lab, designing playful learning experiences for teachers and students alike. He is the lead game designer on the CLEVR project, inviting high school biology students to explore a cell in VR and collaboratively diagnose and treat a genetic disorder. He directs the ELK project, helping teacher candidates practice understanding what students know through roleplay conversations. Dan is also the founder of Skylight Games, a social enterprise inspiring a love of learning through play, starting with languages (Lyriko). Before his current roles, he worked with the Learning Games Network on games to teach language (Xenos) and science (Food Fight, Guts and Bolts), and with the Education Arcade, helping middle-schoolers build curiosity, intuition, and comfort in math through puzzles (Lure of The Labyrinth). He has an S.M. in Comparative Media Studies from MIT and a B.S. in computer science from UMass Amherst.

Thesis: Mastery and the Mobile Future of Massively Multiplayer Games

Philip Tan is the creative director for the MIT Game Lab. He teaches CMS.608 Game Design and CMS.611J/6.073J Creating Video Games. For six years, he was the executive director for the US operations of the Singapore-MIT GAMBIT Game Lab, a game research initiative.

He has served as a member of the steering committee of the Singapore chapter of the International Game Developers Association (IGDA) and worked closely with Singapore game developers to launch industry-wide initiatives and administer content development grants as an assistant manager in the Media Development Authority (MDA) of Singapore. Before 2005, he produced and designed PC online games at The Education Arcade, a research group at the Massachusetts Institute of Technology that studied and created educational games. He complements a Master's degree in Comparative Media Studies with work in Boston's School of Museum of Fine Arts, the MIT Media Lab, WMBR 88.1FM and the MIT Assassins' Guild, the latter awarding him the title of "Master Assassin" for his live-action roleplaying game designs. He also founded a DJ crew at MIT.

Thesis: Tensions in Live-Action Roleplaying Game Design: A Case Study with the MIT Assassins’ Guild

Aditi Wagh is a Research Scientist in the Scheller Teacher Education Program at MIT. Her work sits at the intersection of learning sciences, science education and computing. Her research examines how computational modeling - use of computation to express and refine ideas that explain the causal underpinnings of a phenomenon, typically through discourse with data and peers - can be made a sustained practice in science classrooms. To this end, her research spans three levels: 1. Design of novel modeling software and curricula that advance students' scientific work; 2. Examining how teachers can facilitate computational modeling practices in classrooms; and, 3. Building capacity at the district level for sustainable change. Dr Wagh is the recipient of several NSF grants in science and computing education. She has a PhD in Learning Sciences from Northwestern University.

Sarah Wolozin is a research scientist and founding director of the MIT Open Documentary Lab. She is the founder and editorial director of Docubase, co-founder and a member of the editorial collective of Immerse, and co-founder of the Co-Creation Studio. Her publications include Creating Community in Hybrid Festivals as author and Collective Wisdom: Co-creating Media for Equity and Justice as co-author.