Gabriela Richard, Adjunct Instructor
Gabriela Richard is a National Science Foundation and American Association of University Women-funded scholar, completing her doctorate in the Educational Communication and Technology program at New York University. She has been conducting research into game culture, digital games, and online communities for over 4 years, and has been playing (and passionate about) digital games since she was a young child. She worked for several years as an interactive instructional designer, and also designed an embodied, touch-based narrative and anthropological exploration into African American women’s hair stories, entitled Unraveled/Recoiled, which was featured at the Museum of Natural History.
She has been an adjunct instructor at CUNY since 2011, where she taught educational technology integration, instructional design, and games in education. Prior to starting the doctoral program, she started a National Science Foundation-funded outreach program for New York City public high school students and teachers, which taught them how to design and develop embodied and tangible media for learning and instruction. While the program first started as a small pilot she ran with a handful of students and teachers, it eventually became a funded, city-wide program, which she lead the instruction and coordination of. She was also a visiting researcher at the Helsinki Institute for Information Technology, an opportunity funded by NSF and the Finnish Funding Agency for Technology and Innovation (TEKES), where she contributed to research on tangible and augmented technologies, as well as digital games.
She is currently completing her dissertation, which looks at the ways in which gender, ethnicity and sexuality are promoted, experienced, reflected, reenacted, and redefined in game culture by the various stakeholders and participants (from developers to players), as well as how gendered experience ultimately affects perceptions of and participation in game culture. Her research speaks more broadly to issues important to media designed for formal and informal education. In particular, her dissertation highlights that we have to be attuned to the ways that popular media and technology differentially affect certain people (particularly females and ethnic minorities) from pursuing STEM (since past research shows a high correlation between computer and digital game use and STEM careers), as well as how we design educational media and technology to be sensitive to these complexities and overall inclusive.
She received her B.S. in Media, Culture and Communication at NYU and her M.P.S. from the Interactive Telecommunications Program at NYU. Her doctoral studies and research have been supported by a pre-doctoral fellowship and a research grant for her dissertation from the National Science Foundation, and a dissertation writing grant from the American Association of University Women.