Disruptive learning and optimal flow: Game jams in heterotopic affinity space (2022)
Thesis
King, A. Disruptive learning and optimal flow: Game jams in heterotopic affinity space. (Thesis). University of the West of England. Retrieved from https://uwe-repository.worktribe.com/output/9303643

Game jams are intensive, time-bound videogame-development events where students, professionals, and hobbyists form teams to create games against the clock. Jams are popular, offering accessible, informal learning environments which promote teamwork,... Read More about Disruptive learning and optimal flow: Game jams in heterotopic affinity space.

‘You wouldn’t get that from watching TV!’: Exploring audience responses to virtual reality non-fiction in the home (2020)
Journal Article
Green, D. P., Rose, M., Bevan, C., Farmer, H., Cater, K., & Stanton Fraser, D. (2021). ‘You wouldn’t get that from watching TV!’: Exploring audience responses to virtual reality non-fiction in the home. Convergence, 27(3), 805-829. https://doi.org/10.1177/1354856520979966

Consumer virtual reality (VR) headsets (e.g. Oculus Go) have brought VR non-fiction (VRNF) within reach of at-home audiences. However, despite increase in VR hardware sales and enthusiasm for the platform among niche audiences at festivals, mainstrea... Read More about ‘You wouldn’t get that from watching TV!’: Exploring audience responses to virtual reality non-fiction in the home.

Lifelong education, social inequality and the COVID-19 health pandemic (2020)
Journal Article
Waller, R., Hodge, S., Holford, J., Milana, M., & Webb, S. (2020). Lifelong education, social inequality and the COVID-19 health pandemic. International Journal of Lifelong Education, 39(3), 243-246. https://doi.org/10.1080/02601370.2020.1790267