Stephen Slota holds a Ph.D. in Educational Psychology: Cognition, Instruction, and Learning Technologies and currently serves a Game Design Scientist at the University of Connecticut's Neag School of Education. He also serves as a game design and learning sciences consultant for Arizona State University's Center for Games and Impact and has advised on a variety of game-infused projects including public and private training tools for Intel Corporation and Pfizer, Inc.
Stephen earned his Bachelor of Science in Molecular & Cellular Biology and Masters in Curriculum and Instruction from the University of Connecticut in 2007 and 2008, respectively. Prior to returning for his doctoral degree in 2010, he taught a combination of biology, genetics, and human health at a public, urban Connecticut high school. He is primarily driven by his passion to merge technology, education, and instructional design through a series of research-based lenses, including gaming and its effects on user goal adoption and intentionality, player-game-context interactions in game-based learning instructional environments, prosocial learning through massive multiplayer online role-playing games (MMORPGs), and the relationship between imagination, dreams, and situated cognition. Because his most recent endeavors have emphasized the connection between anchored instruction and game-based learning, he is especially interested in how these tools can make content more accessible, engaging, and--most importantly--practicable for 21st century learners.