Dr Mark O’Rourke

Mark O’Rourke has initiated and managed numerous flexible delivery projects in teaching and learning specialising in games-based learning. He received the Manufacturing Skills Australia (MSA) Innovation Award and the Fulbright Professional Award to research immersive training environments.

Dale Linegar

Dale Linegar is the Director of Oztron. Oztron creates a range of educational simulations and serious games for clients including Victoria University, Monash, RMIT, Canberra Institute of Technology, University of Canberra, University of Queensland, Glaxosmithkline and CSL – in areas including nursing, pharmacy, medicine, construction, and architecture. Dale is also co-founder of The Lab – a technology club for young people with Asperger’s Syndrome. To learn more about Dale’s work visit

Dr Stefan Schutt

Stefan Schutt is an award-winning researcher and educator whose specialty is new technology and young people. Stefan runs a range of virtual world, mobile phone and web technology projects for VU. He is the co-founder of a technology club pilot for young people with Aspergers Syndrome, and chief investigator for VU’s involvement in an Inspire Foundation-led Cooperative Research Centre.

Associate Professor Gillian Vesty

Gillian Vesty is involved in developing strategic projects using serious games technologies to address social and environmental wellbeing issues. She believes that serious games can be used to educate and research challenging issues, including wicked problems. For serious games see and

Karl Ervine

Karl Ervine is a developer with experience in all forms of digital media and graphic design with a focus on user experience and interface design. He has a Masters in Communication Design and received an ATOM award for a game that focused on causality.

Dr Daniel Loton

Daniel Loton specialises in video game research. He completed his PhD on the topic of video game engagement and addiction. Dan has a background in multi-methods research, and a strong interest in technology use, well-being and the transformative capacity of education; particularly higher education.