Gloria Gomez, PhD / co-founder, strategist, researcher / about me / publications

Publications by Topic

For additional information see Google Scholar Citations or ResearchGate


Bridging Design Prototype approach: case studies in educational product development

  • Gomez, G., Crombie, D. (2016). Bridging design prototypes in the development of games for formal learning environments. In Proc. of VS-Games 2016: 8th International Conference on Virtual Worlds and Games for Serious Applications. Barcelona, Spain.
  • Gomez, G., Tamblyn, R. (2012, Jan 12-14). Product development in a small IT firm: an interaction design perspective. In Proc. of PIN-C 2012 – Participatory Innovation Conference. Melbourne, Australia. Download from
  • Gomez, G. (2007, April 28 - May 3). A bridging design prototype for investigating concept mapping in the preschool community. In CHI '07 extended abstracts on Human factors in computing systems, pp. 1747-1752, San Jose, CA, USA.
  • Gomez, G. (2009, July 6 -7). Gaining entry to real settings with a bridging design prototype. In Proc. of the 10th International Conference NZ Chapter of the ACM's Special Interest Group on Human-Computer Interaction, pp. 17-20. Auckland, New Zealand.


Socially inclusive products: case studies on welfare technology

  • Contreras, V., Navarro Newball, A. & Gomez, G. (2015). How six professionals with severe impairments use technology for working or studying: a qualitative study (Final research report for OceanBrowser Ltd. and Curtin University). 85 p (commissioned)
  • Mai, G., & Gomez, G. (2014). Looking normal when I don’t see normal: SEEing what can be done about the experience of visual impairment. IRIS: Selected Papers of the Information Systems Research in Scandinavia, 11(5), 133-148.
  • Gomez, G. & Wakes, S (2017). A framework for supporting the teaching of inclusive design, Disability Matters Conference, University of Otago, New Zealand, Nov 26 – 29, 2017 [abstract]
  • Gomez, G. (2011). Designing socially inclusive educational products, Every Body In: Disability Studies Conference, University of Otago, New Zealand, Nov 27 – 31, 2011 [abstract]


How people study online: cases studies on OB3 and aviation medicine education

  • Gomez, G., Daellenbach, R., Davies, L., Kensington, M., & Petsoglou, C. (2018). OB3 media-rich documents™ with embedded discussions: lifting learning performance and engagement. OB Working Paper Series. Short paper. Research. OceanBrowser Ltd. New Zealand. Retrieved from
  • Gomez, G. Daellenbach, R., Kensignton, M., Davies, L., Petsoglou, C. (2017). Benefits of enabling lecturers and students to author, share and discuss media-rich documents for online study, Accepted poster abstract, 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education (ASCILITE 2017).
  • Gomez, G. (2013). Study activities with mobile devices via Moodle: a qualitative survey of a 2012 aviation medicine class (Final research report for the CALT Grant Committee). 44p. New Zealand: University of Otago (commissioned)
  • Gomez, G., Tamblyn, R. (2012, Apr 11 – 13). Enhancing the online study experience in Postgraduate Medical Education, Accepted poster abstract, the Distance Education Association of New Zealand (DEANZ) Conference. Wellington, New Zealand Download from:
  • Gomez, G. (2008). Use of concept maps for student assessment in an aviation medicine graduate programme (Final report for the CALT Grant Committee). 136 p. New Zealand: University of Otago (commissioned)


Issues in preschool concept mapping: an interaction design perspective

  • Kicken, R., Ernes, E., Hoogenberg, I., & Gomez, G. (2016). Improving the teaching of children with severe speech-language difficulties by introducing an authoring concept mapping kit. In Cañas, A. J.;  Priit, R.; Novak, J. (Eds.), Innovating with Concept Mapping: 7th International Conference on Concept Mapping, CMC 2016, Tallinn, Estonia, September 5-9, 2016, Proceedings. Communications in Computer and Information Science, Vol. 635, 112-127, Springer    
  • Gomez, G. (2010). Enhancing autonomy, meaning negotiation, and active inquiry in preschool concept mapping. In Lupion-Torres, P.; Veiga-Marriott, R. C. (Eds.), Handbook of Research on Collaborative Learning using Concept Mapping (pp. 383-401). Hershey: Information Science Reference / IGI Global.
  • Gomez, G. (2010). Concept mapping with 3- to 6-year olds to support meaningful learning. Childforum (electronic resource),  (commissioned)
  • Gomez, G. (2006). An authoring concept mapping kit for the early childhood classroom. In Proc. of the Second International Conference on Concept Mapping, Vol. 1 pp 32-38, San José, Costa Rica.
  • Gomez, G. (2005b, July 16 - 19). Young children’s use of a voice-input device to transform their symbolic maps into concept maps [Electronic Version]. Paper presented at the Conference Our Children the Future 4 - OCTF 4.
  • Gomez, G. (2005, February 17 - 18). Factors in designing concept mapping tool for 3-to-5 year olds. In Proc. of the University of Queensland Interaction Design Postgraduate Students Conf., pp. 45-48. Brisbane, Australia.


Publications as member of the IHMC CmapTools project

  • Gomez, G. (2004). CmapTools version 3 graphic interface guidelines, version 1.0 (Technical document for software programmers), 33 p. Pensacola, FL USA: Institute for Human and Machine Cognition - IHMC.
  • Cañas, A. J., Hill, G., Carff, R., Suri, N., Lott, J., Eskridge, T., et al. (2004). CmapTools: a knowledge modeling and sharing environment. In Proceedings of the First International Conference on Concept Mapping, Pamplona, Spain.


La Ciudad Fantástica of Proyecto Ludomatica, LIDIE laboratory

  • Gomez-Escobar, G. E. (2000, Mayo 29-31). Diseño gráfico de ambientes de aprendizaje para niños y niñas del Proyecto Ludómatica, Paper presented at V Congreso Colombiano de Informática Educativa, 12p. Bucaramanga, Colombia. (Spanish)
  • Gomez, G. E., Bejarano, G., Díaz, M. L., Mariño, O., Trech, M., Vega, G., et al. (2000). Diseño de los personajes exploradores de La Ciudad Fantástica (Technical report No. INF-00-02), 18p. Santafé de Bogotá, DC: Universidad de Los Andes, LIDIE. (Spanish)
  • Escobar, G. (2000, June 26 - July 1). How to be innovative designing educational and interactive environments for children. Paper presented at the World Conference on Education Multimedia, Hypermedia and Telecommunications 2000, pp. 1814-1815, Montreal, Canada.
  • Gomez-Escobar, G. E. (1999). Propuesta de evaluación de experto en comunicaciones para el software Ciudad Fantástica (Technical Document), 14p. Santafé de Bogotá: Universidad de Los Andes, LIDIE. (Spanish)
  • Gomez-Escobar, G. E. (1999). Diseño gráfico para ambientes educativos e interactivo para los niños y niñas del Proyecto Ludomática. Revista de Informática Educativa UNIANDES - LIDIE, 12(2), 213 - 226. (Spanish)
  • Díaz, M. L., & Gómez, G. E. (1999). Diseño visual de La Ciudad Fantástica (Technical Report No. INF-99-01), 25p. Santafé de Bogotá: Universidad de Los Andes, LIDIE.


Undergraduate research

  • Gomez, G., Valencia, M., & others. (1999). Juego de roles vecinos y parientes, exploradores de la cultura: un proyecto colaborativo. In C. Pregnan, J. Sequeida, P. Leiva, P. Zanocco & L. Carvajal (Eds.), Juego, Aprendizaje y Creatividad (pp. 350). Santiago, Chile: Pontificia Universidad Católica de Chile, Facultad de Educacion. (Spanish)
  • Gomez, G., Valencia, M., & others. (1997). Juego de roles vecinos y parientes, exploradores de la cultura: un proyecto colaborativo. Paper presented at Jornadas de Investigación 1997-1998, Universidad Pontificia Bolivariana -UPB Dirección General de Investigaciones, Medellin, Colombia. (Spanish)



  • Gomez, G. & Bennett, A. (2013). “Reflecting on a conference that crossed disciplinary boundaries”. Glide'12 conference proceedings on food, nutrition, and health, November 7, Vol. 2, No. 1, p.1
  •  Gomez, G. (2011) ‘Media Review of Glide’10: Global Interactions in Design’, Indigo - an Icograda led initiative