My research focuses on designing computational learning environments with queer and trans experiences at the forefront that support critical conversations on gender and sexuality and understandings of interconnections with systemic issues of marginalization, injustice, and social change. I explore design and computing at the intersections of intersectional queer and trans theories, virtual reality, and interactive design. Using this approach, I design immersive learning environments to engage people in critical conversations about socio-political-scientific issues.  My designs involve interactive and immersive computer simulations integrating narrative storytelling with coding, computing, and digital art. I study participants’ experiences in these environments across various time scales, including how to support and deepen their engagement over long periods of time. My work has been shown at public art and science exhibits, as well as online installations and facilitated workshops with students, teachers, and community members, in Canada and internationally.

Research interests:

Selected publications and presentations:

Paré, D. (2024), Reorienting Toward LGBTQ+ Belonging in Science, Technology, Engineering, and Mathematics by Feeling and Thinking With a Queer and Nonbinary Person in Virtual Reality. Science Education. https://doi.org/10.1002/sce.21929

Shrodes, A. & Paré, D. (2022). Rapid Community Report – Intersectional queer and trans approaches in the Learning Sciences. Center for Integrative Research in Computing and Learning Sciences. https://repository.isls.org//handle/1/7667

Paré, D. (2021). “A Critical Review and New Directions for Queering Computing and Computing Education.” In George Noblit (Ed.), Oxford Research Encyclopedia of Education. Oxford University Press. http://dx.doi.org/10.1093/acrefore/9780190264093.013.1524
Post-print version: Read It On: ResearchGate

Paré, D., Windsor, S., & Craig, J. (2021). Mementorium: Designing for playful and interactive learning about gender and sexuality-based marginalization. Paper presented at the ACM SIGGRAPH 2021 Immersive Pavilion, Virtual Event, USA. https://doi.org/10.1145/3450615.3464544

Paré, D., Craig, J., & Windsor, S. (2022, 12-16 March 2022). Feeding the fish: Interaction design to support listening to accounts of marginalization. 2022 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW), https://doi.org/10.1109/VRW55335.2022.00343

Paré, D., Shanahan, M-C. & Sengupta, P. (2020). Queering Complexity Using Multi-Agent Simulations. In M. Gresalfi & L. Horn (Eds.), Interdisciplinarity in the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS), (pp. 1397-1404). International Society of the Learning Sciences. https://repository.isls.org//handle/1/6342
Nominated for Best Student Paper at the 2020 International Conference of the Learning Sciences.

Paré, D., Sengupta, P., Windsor, S., Craig, J., & Thompson, M. (2019). Queering virtual reality: A prolegomenon. In Sengupta, P., Shanahan, M-C., & Kim, B. (Eds). Critical, transdisciplinary and embodied approaches in STEM education. (pp. 307-328). Springer. https://www.springer.com/us/book/9783030294885
https://prism.ucalgary.ca/handle/1880/111707