Noah Glaser is an assistant professor at the University of Missouri’s School of Information Science & Learning Technologies, where he also serves as the director of the Information Experience Lab. With a background as a freelance gaming journalist and web developer, Dr. Glaser brings a creative and technical perspective to his research.

He earned his PhD in Instructional Design and Technology from the University of Cincinnati. Dr. Glaser‘s research focuses on designing innovative learning interventions that harness the potential of cutting-edge technologies, such as virtual reality, video games, mobile devices, and artificial intelligence. His work is particularly recognized for advancing immersive systems that support neurodiverse learners, leveraging approaches grounded in design research, user-centered methodologies, and accessibility.

Dr. Glaser’s contributions span the design and evaluation of educational technologies for complex topics like computational thinking, cybersecurity, and STEM engagement. His work has influenced the development of virtual reality applications, intelligent learning environments, and cross-platform educational games that emphasize inclusivity and engagement. He frequently collaborates on interdisciplinary projects, producing research that bridges instructional design with neuroscience, education, and technology.

An active scholar and mentor, Dr. Glaser has published extensively and presented at leading conferences. He seeks to inspire students who share his passion for game development, extended reality (XR), and artificial intelligence. In his free time, he enjoys playing video games, collecting classic arcade machines, and spending time with his dachshund, Dodgson.

Current Projects
uSucceed: An NSF-funded project providing an accessible cybersecurity curriculum for transition-aged adults with cognitive conditions such as autism, ADHD, and dyslexia. The project uses virtual reality and AI-driven pedagogical agents to create engaging, inclusive STEM learning experiences aimed at fostering STEM identity and opening pathways to STEM careers.

Gaming4Good: A project funded by the NSF that uses video game design to teach computational thinking to middle school students with disabilities. By leveraging Nintendo’s Game Builder Garage, the curriculum promotes STEM engagement and skill development in informal learning environments, making STEM fields more accessible and inclusive.

The Things Left Behind: A 2D video game developed to celebrate and affirm the lived experiences of the neurodivergent community. Created by a fully neurodiverse team, the game shares heartfelt slice-of-life stories in a cozy, engaging setting. This project aims to foster connection and understanding while highlighting the unique perspectives of neurodivergent individuals.

Mizzou Cloud DevOps: An NSF-funded CyberTraining project designed to advance the adoption of Cloud DevOps tools and technologies in scientific application communities, such as bioinformatics, healthcare, and geospatial analysis. The project develops research-inspired learning modules to modernize scientific workflows, improving productivity, security, and collaboration. Targeting participants with or without computer science backgrounds, it seeks to increase the pace of discovery across disciplines, while engaging learners from underserved groups through partnerships with Minority Serving Institutions and NSF REU programs.

Affiliations

Information Experience Lab

Areas of Expertise

• Mixed-Reality-Based Learning Environments
• Virtual Reality and Game Design
• Neurodiversity and Inclusion
• Formal and informal STEAM Education
• Educational Games for STEM Subjects
• Artificial Intelligence Applications