Research Statement

As an undergraduate I was drawn to the stories and experiences that humanistic inquiry opened to me. I still recall visiting the ruins of castle Rauhenstein, which is precariously situated atop an outcropping of dolomitic limestone overlooking the Schwechat River in Lower Austria. As I walked through the silent gray landscape, fog drifting slowly through the trees and around broken stone walls, my mind began to fill in the empty spaces. Who were the people who lived here? What did their daily life look like? Would they have been familiar with the medieval epic poetry I was reading in my German literature class? The humanities invited me to see the world from the perspective of another person, to live among them, to hear their language being spoken and their stories being told, and to experience what deeply moves them. Through its ability to insert a user into a simulated environment and to create a psychological sense of immersive presence, virtual reality (VR) is a valuable and effective tool for passing on these perspectives, stories, and experiences to a new generation of students.

My research investigates how VR and other extended reality (XR) experiences can best be designed, developed, and deployed to support learning in humanities disciplines. This research encompasses two tracks. The first examines the learning that occurs in the interdisciplinary teams of students, faculty, and staff as they collaboratively develop XR experiences, how the activity of these teams can be configured to facilitate more effective project-based learning, and how this learning can be used to complement or challenge existing postsecondary pedagogical approaches. The second investigates how the affordances of XR experiences – such as interactivity, visualization, goal-directed activity, and presence – can be leveraged to promote deeper learning. This research track looks primarily at how user activity in an XR experience generates mental narratives that help learners structure, organize, and process situated and procedural knowledge.

1. Learning through collaborative design. My first research track found its fullest expression in the Grinnell College Immersive Experiences Lab (GCIEL), which I launched with internal grant support and later expanded through funding from the National Endowment for the Humanities (NEH). GCIEL functioned as both an intellectual and production space where students, faculty, and staff collaborated on interdisciplinary teams, forming a community of inquiry and practice while developing proficiency in industry-standard tools and agile workflows. Core platforms included Blender and Adobe Substance 3D for 3D modeling and texturing, Unity with the XR Interaction Toolkit for game engine programming, Modelio for system design, 3DF Zephyr and Autodesk ReCap for photogrammetry, peel 3d and VXelements for 3D scanning, and xAPI-enabled telemetry for data analysis. Together, these tools supported a full production pipeline from 3D asset generation and optimization to interaction scripting, build deployment, and performance analytics. GCIEL’s work has been featured in The Chronicle of Higher Education, the 2020 EDUCAUSE Horizon Report, an EDUCAUSE Learning Initiative brief, and special issues of University–Industry Innovation Magazine and the Journal of Interactive Technology and Pedagogy. This model of interdisciplinary, project-based learning draws on theories of situated cognition, experiential learning, and communities of practice to explain how knowledge is co-constructed through collaborative design and reflective production. Within the lab environment, students learn by doing in authentic, context-rich settings that mirror professional XR development workflows, integrating conceptual understanding with technical skill. Future research will examine how these iterative, team-based design practices promote cross-domain knowledge transfer, creative problem-solving, metacognitive growth, and adaptive expertise within digital and applied humanities contexts.

2. Embodied cognition and data-driven inquiry. If the first track focuses on how learning emerges through the collaborative design of immersive experiences, the second examines how it unfolds within the experiences themselves. Here I investigate how activity in an XR experience helps learners generate mental narratives that they can use to structure, organize, and process situated and procedural knowledge. My earlier work in this area was largely theoretical, exploring how 3D digital game-based learning (DGBL) could support the teaching of literature, language, and culture. Building on that foundation, my current research extends into immersive digital humanities, where VR environments function not only as narrative spaces but also as data-rich instruments for scholarly analysis. By capturing interaction data through xAPI telemetry and pairing it with multimodal forms of analysis such as gaze tracking, movement mapping, and voice interaction, I seek to uncover how learners engage with cultural content, embody disciplinary practices, and construct meaning through experience and performance. These integrated approaches allow for the identification of patterns of engagement, presence, and cognition at a scale and granularity not achievable through qualitative observation alone.

This work positions immersive computing at the intersection of cultural inquiry, data analytics, and experiential learning. It builds on emerging trends in digital humanities that use immersive environments to model, interpret, and analyze cultural phenomena, extending the field into empirical and data-informed territory. In the NEH-funded Virtual Viking Longship Project, for example, I demonstrated how immersive environments can function simultaneously as cultural artifacts and research instruments. The project’s technical foundation involved collecting raw telemetry data directly from Unity, tracking head position, object interaction, and engagement sequences, and visualizing these data through an R Shiny web application. This platform enabled detailed analysis of user behavior, attention patterns, and interpretive focus through interactive dashboards and heatmaps, revealing points of cognitive engagement within the simulation. These early prototypes established the feasibility of linking embodied performance with interpretive cognition through empirical data. Building on this foundation, my current and future work centers on developing xAPI-based data pipelines and machine learning models that standardize telemetry capture, scale it across projects, and synchronize data streams spanning immersive learning environments, web-based interfaces, and LMS platforms.

By integrating AI-driven data analysis with immersive design, I aim to advance an applied, interdisciplinary form of digital humanities that bridges cultural interpretation and computational inquiry. Future projects will expand this framework by developing collaborative XR learning environments that support multi-user interaction and adaptive feedback, designing inquiry-based humanities curricula grounded in immersive media, and creating data-driven models for understanding embodied cognition in digital contexts. This research will continue to generate publications, conference presentations, and external grant proposals, culminating in a book-length synthesis of immersive and applied digital humanities. Ultimately, this work seeks to demonstrate how immersive computing can expand not only what we study in the humanities, but how we study it. It transforms cultural analysis into an embodied, data-informed, and collaborative act of inquiry.

Publications

In Preparation	Neville, D. The datafication of performance: Capturing cultural and linguistic practice with XR and xAPI. Digital Humanities Quarterly (DHQ).
	Neville, D. Beyond the story in the mind: Using XR and xAPI to analyze language and culture learning in immersive CALL. ReCALL Journal: The Journal of the European Association for Computer Assisted Language Learning.
Forthcoming	Mason, A., Arner, T., Neville, D. (2025). Reimagining the Viking legacy in virtual reality: Race and representation in America’s Viking past. In Ralf Bleile, Volker Hilberg, and Franziska Lichtenstein (eds.), Vikings! –Vikings? Towards a responsible use of the term “Viking“. Archäologisches Landesmuseum in der Stiftung Schleswig-Holsteinische Landesmuseen Schloss Gottorf, Schleswig.
Refereed	Neville, D., Preast, V., Purcell, S., Kelty-Stephen, D., Arner, T., & French, C. (2020). Using virtual reality to expand teaching and research in the liberal arts. Journal of Interactive Technology and Pedagogy, Issue 17.
	Ramey, L., Neville, D., Amer, H., deHaan, J., Durand, M., Essary, B., Howland, R., Kapadia, M., Kronenberg, F., Shelton, B., & Vance, B. (2019). Revisioning the Middle Ages: Immersive environments for teaching medieval languages and culture. Digital Philology: A Journal of Medieval Cultures, 8(1), 86-104.
	Yao, S., Queathem, E., Neville, D., & Kelty-Stephen, D. (2018). Teaching movement science with full-body motion-capture in an undergraduate psychology class. Research in Learning Technology, 26.
	Neville, D. (2016) Cultivating early trajectories of participation: A blended learning environment for business German. Unterrichtspraxis / Teaching German, 49(1), 57-68.
	Neville, D. (2014). The story in the mind: The effect of 3D gameplay on the structuring of written L2 narratives. ReCALL Journal: The Journal of the European Association for Computer Assisted Language Learning, 27(1), 1-17.
	Neville, D. & Shelton, B. (2010). Literary and historical 3D-DGBL: Design guidelines. Simulation & Gaming: An Interdisciplinary Journal of Theory, Practice and Research, 41(4), 607-629.
	Neville, D. (2010). Structuring narrative in 3D digital game-based learning environments to support second language acquisition. The Foreign Language Annals, 43(3), 445-468.
	Neville, D., Shelton, B., & McInnis, B. (2009). Cybertext redux: Using DGBL to teach L2 vocabulary, reading, and culture. Computer Assisted Language Learning, 22(5), 409-424.
	Neville, D. (2008). The bodies of the bride: The language of incarnation, transcendence, and time in the poetic theology of the medieval mystic Mechthild of Magdeburg. Mystics Quarterly: The Academic Journal Of Medieval Western-European Mysticism, 34(1-2), 1-34.
	Neville, D. & Britt, D. (2007). A problem-based learning approach integrating foreign language into engineering. The Foreign Language Annals, 40(2), 226-246.
	Neville, D. (2000). Divergent interpretations of women’s agency and Luther’s political agenda. In Hilary Collier Sy-Quia & Susanne Baackmann (Eds.), Conquering Women: Women and the German Cultural Imagination (pp. 177-198). Berkeley, CA: International and Area Studies.
	Neville, D. (1998). Unfashionable observations. The Modern Schoolman: A Quarterly Journal of Philosophy, 76(1), 61-66.
	Neville, D. (1996). Giburc as mediatrix: Illuminated reflections of tolerance in Hz. 1104 (Germanisches Nationalmuseum, Nürnberg). Manuscripta: A Journal for Manuscript Research, 40(2), 96-114.
Non-Refereed	Neville, D. (Principal Investigator), Arner, T., & Mason, A. (Co-Principal Investigators). (2025). Virtual Viking Longship Project: A study in the future of liberal arts teaching and research (NEH Digital Humanities Advancement Grant White Paper, Award HAA-290378-23). National Endowment for the Humanities.
	Neville, D. (2019). Enhancing the liberal arts with extended reality. University-Industry Innovation Magazine, 2, 28-31.
	Georgieva, M., Craig, E., Pfaff, D., Neville, D., & Burchett, B. (2017). 7 Things You Should Know About AR/VR/MR. Washington, DC: EDUCAUSE Learning Initiative (ELI).
	Neville, D. (2011). The future of language education: Facilitating collaboration through technology. The Language Educator, 6(5), 36-38.
	Neville, D. (2009a). In the classroom: Digital game-based learning in second language acquisition. The Language Educator, 4(6), 47-51.
	Neville, D. (2009b). Recession-proofing the profession with technology. The Language Educator, 4(2), 52-56.

Grants

In Preparation	Embodied Voyages: The Virtual Viking Longship Experience. Mason, A. (PI), Neville, D. (Co-PI), Martínez-Dávila, R. (Co-PI), Wybrant, S (Co-PI). Unity for Humanity Grant.
Funded	The Virtual Viking Longship Project: A Study in the Future of Liberal Arts Teaching and Research, $46,135 USD. Neville, D. (PI), Arner, T. (Co-PI), Mason, A. (Co-PI). Digital Humanities Advancement Grant (Level I), National Endowment for the Humanities, 2023. Grant Proposal Grant White Paper
	The Grinnell College Immersive Experiences Lab (GCIEL), $144,000 USD. Neville, D. (PI) & Kelty-Stephen, D. (Co-PI). Innovation Fund (Pilot Project), Grinnell College, 2017.
	The Grinnell College Immersive Experiences Lab (GCIEL), $10,000 USD. Neville, D. (PI) & Kelty-Stephen, D. (Co-PI). Innovation Fund (Planning Project), Grinnell College, 2016.
	Launching Global Careers: The Business German Speaker Series (Year 2), $5,410 USD. Neville, D. (PI), Tiemann, T. (Co-PI), Burpitt, B. (Co-PI), Brinkley, T. (Co-PI), & Limerick, L. (Co-PI). Fund for Excellence in the Arts and Sciences Grant, Elon University, 2013.
	Using 3D Digital Game-Based Learning Environments to Enhance Second Language Acquisition, $15,000 USD. Neville, D. (PI). Center for the Advancement of Teaching and Learning (CATL) Scholar Fellowship, Elon University, 2012.
	Launching Global Careers: The Business German Speaker Series (Year 1), $6,800 USD. Neville, D. (PI), Windham, S. (Co-PI), Tiemann, T. (Co-PI), & Brinkley, T. (Co-PI). Fund for Excellence in the Arts and Sciences Grant, Elon University, 2012.
	Wide-Angle Learning: Streaming Media for Second Language and Culture Acquisition, $5,000 USD. Namaste, N. (PI), Neville, D. (Co-PI), & Tillson, V. (Co-PI). Center for the Advancement of Teaching and Learning (CATL) Grant, Elon University, 2011.
	Digital Game-Based Learning for Second Language Acquisition, $5,000 USD. Neville, D. (PI). Center for the Advancement of Teaching and Learning (CATL) Grant, Elon University, 2010.
	Computer Webcams and Headphones for Enhancement of Language Learning, $5,000 USD. Post, A. (PI) & Neville, D. (Co-PI). Fund for Excellence in the Arts and Sciences Grant, Elon University, 2009.
	A New Direction for the Language Media Center, $5,000 USD. Neville, D. (PI), Duvall, S. (Co-PI), Hutchings, D. (Co-PI), & Wood, LM (Co-PI). Center for the Advancement of Teaching and Learning (CATL) Grant, Elon University, 2008.
	The Chalice of the Flesh: The Soteriology of the Body in Mechthild of Magdeburg’s Flowing Light of the Godhead, $20,000 USD. Neville, D. (PI). Annual Scholarship (Jahresstipendium), German Academic Exchange Service (DAAD), 1999.
	Total grant monies awarded: $267,332 USD
Invited Expert	Immersive Global Middle Ages, $239,569 USD. Martínez-Dávila, R. (PI) & Ramey, L. (Co-PI). Institute for Advanced Topics in the Digital Humanities: National Endowment for the Humanities, 2021. Role: Invited Expert and Workshop Speaker.
Proposed	The Humanech Guild: Pan-LatinX Humanistic Technology Education Initiative, $100,000 USD. Martínez-Dávila, R. (PI), et al. Spencer Foundation Grant, 2024. Role: National Team Member and Project Technology Advisor.
	Developing Cultural and Linguistic Competencies Through Virtual Reality, $49,041 USD. Neville, D. (PI), Frances, C. (Co-PI), Kelty-Stephen, D. (Co-PI), Larson, J (Co-PI), Phillips, N. (Co-PI), Preast, V. (Co-PI). Digital Humanities Advancement Grant (Level I), National Endowment for the Humanities (NEH), 2018.
	The DigiBahn Project: 3D Digital Game-Based Learning for Second Language Acquisition, $36,110 USD. Neville, D. (PI), Coleman, T. (Co-PI), Doehler, K. (Co-PI), Motley, P. (Co-PI), Nam, S. (Co-PI), & Wood, LM (Co-PI). Entertainment Software Association Foundation Grant, 2011.
	The DigiBahn Project: 3D Digital Game-Based Learning for Second Language Acquisition, $24,219 USD. Neville, D. (PI), Coleman, T. (Co-PI), Doehler, K. (Co-PI), Motley, P. (Co-PI), Nam, S. (Co-PI), Windham, S. (Co-PI), & Wood, LM (Co-PI). Digital Humanities Start-Up Grant (Level I), National Endowment for the Humanities (NEH), 2010.
	Total grant monies proposed: $209,370 USD

Presentations

Scholarly	Arner, T., Mason, M., Neville, D. (2024, August). Gender and work in the virtual Viking longship project. Poster presented at the Women of the Viking World Conference, University of Liverpool.
	Mason, A., Neville, D., Arner, T. (2024, August). Virtual reality development as digital pedagogy: The virtual Viking longship project. Paper presented at the 10th Annual Digital Pedagogy Institute, University of Waterloo, Online.
	Mason, A., Neville, D., Arner, T., Haas, L., Smith, M., Pandit, K., Ochoa-Anderson, J., Loomis, H. (2024, August). Reinventing DH student research at liberal arts colleges with spatial computing: The virtual Viking longship project. Paper presented at DH2024, George Mason University.
	Neville, D., Arner, T., Mason, A. (2022, October). Reimagining the Viking legacy in virtual reality: Race and representation in America’s Viking past. Stiftung Schleswig-Holsteinische Landesmuseen Schloss Gottorf, Schleswig, Germany.
	Neville, D. (2021, July). Teaching the medieval in the digital age: A round table discussion. International Medieval Conference, University of Leeds, Online.
	Arner, T. & Neville, D. (2021, July). The VR Beowulf project: Visiting Heorot. Paper presented at the International Medieval Conference, University of Leeds, Online.
	Neville, D., Arner, T., & Mason, M. (2021, May). The virtual Viking longship project: A study in the future of liberal arts teaching and research. Paper presented at the Day of Digital Humanities 2021, Carleton College, Online.
	Neville, D., Arner, T., & Mason, M. (2021, May). The virtual Viking longship project: A study in the future of liberal arts teaching and research. Project presented at the 7th International Conference of the Immersive Learning Research Network, Immersive Project Showcase and Competition, iLRN Virtual Campus, Online.
	Arner, T., Thomas, J., & Neville, D. (2019, December). The Viking meadhall project. Poster presented at the Teaching with Technology Fair, Grinnell College, Iowa.
	Neville, D. (2019, July). Designing and developing VR experiences: A liberal arts approach. Paper presented at the Associated Colleges of the Midwest Summer Workshop on 3D/VR/AR, Grinnell College, Iowa.
	Purcell, S. & Neville, D. (2017, December). The Uncle Sam Plantation project. Poster presented at the Digital Liberal Arts Fair, Grinnell College, Iowa.
	Neville, D. & Purcell, S. (2017, November). Visualizing difficult historical realities: The Uncle Sam Plantation project. Poster presented at the Humanities, Arts, Science and Technology Alliance and Collaboratory (HASTAC) Conference: The Possible Worlds of Digital Humanities, Orlando, Florida.
	Neville, D. (2016, December). Using a self-designed video game to improve writing outcomes. Paper presented at the Immersive Environments Colloquium, Vanderbilt University, Tennessee.
	Neville, D. (2016, December). Creating language learning games for the classroom. Paper presented at the Immersive Environments Colloquium, Vanderbilt University, Tennessee.
	Neville, D. (2016, June). The Uncle Sam Plantation: A 3D/VR learning environment for teaching lost and difficult histories. Paper presented at the National Endowment for the Humanities (NEH) Advanced Challenges Summer Institute on Theory and Practice in 3D Modeling of Cultural Heritage Sites, University of California – Los Angeles.
	Anger, J., Neville, D., & Rennick, R. (2015, January). 3D visualization of historic art exhibition: The First German Autumn Salon, Berlin, 1913. Paper presented at the 9th Annual Campus Academic Strategies and Technology (4CAST) Event (Bridging Art and Science: STEAM Education in a Digital World), University of Iowa.
	Neville, D. (2013, August). Flipped instruction. Paper presented at the Teaching and Learning Conference, Elon University, North Carolina.
	Neville, D. (2012, October). Digital games and mental narratives: 3D digital game-based language learning (DGBLL) environments for second language acquisition. Paper presented at the 10th Annual International Society for the Scholarship of Teaching and Learning Conference, Raleigh, North Carolina.
	Neville, D. (2012, June). Designs and discourses in digital game-mediated L2 learning. Paper presented at the Computer Assisted Language Instruction Consortium (CALICO) Conference, Notre Dame University, Indiana.
	Neville, D. & Windham, S. (2012, March). Cultivating early trajectories of participation: Blended learning environments for teaching business German. Paper presented at the Centers for International Business Education and Research (CIBER) Business Language Conference, University of North Carolina at Chapel Hill.
	Neville, D. (2011, November). Configuring narratives and digital worlds: Video games for second language acquisition. Paper presented at the American Council on the Teaching of Foreign Languages Annual Convention and World Languages Expo, Denver, Colorado.
	Neville, D. (2011, November). 3D digital game-based learning for second language and culture acquisition. Paper presented at the American Council on the Teaching of Foreign Languages Annual Convention and World Languages Expo, Denver, Colorado.
	Neville, D. (2011, October). Gaming your class: Using interactive fiction, 2D and 3D games as instructional platforms. Paper presented at the Experience IT Training Workshop, Elon University, North Carolina.
	Neville, D. (2011, August). Creating 3D virtual environments for education. Paper presented at the 8th Annual Elon University Teaching and Learning Conference, Elon University, North Carolina.
	Neville, D. (2011, April). 3D digital game-based learning for second language acquisition. Poster presented at the Spring Undergraduate Research Forum (SURF), Elon University, North Carolina.
	Windham, S. & Neville, D. (2011, February). Students’ use of evidence in language and cultural studies. Poster presented at the Lilly Conference on College and University Teaching, University of North Carolina at Greensboro.
	Post, A. & Neville, D. (2010, November). Connecting via webcams: Developing linguistic and cultural competencies in L2. Paper presented at the American Council on the Teaching of Foreign Languages Annual Convention and World Languages Expo, Boston, Massachusetts.
	Post, A. & Neville, D. (2010, October). Seeing eye to eye: Using webcams in the classroom. Paper presented at the 7th Annual Teaching and Learning Conference, Elon University, North Carolina.
	Neville, D. (2010, October). 3D digital game-based learning for second language acquisition. Paper presented at THATCamp RTP, Franklin Humanities Institute, Duke University. North Carolina.
	Neville, D. (2009, November). A digital game-based learning approach to developing situated cultural competency. Paper presented at the American Council on the Teaching of Foreign Languages Annual Convention and World Languages Expo, San Diego, California.
	Neville, D. (2009, November). Getting game: Digital game-based learning for second language acquisition. Poster presented at the American Council on the Teaching of Foreign Languages Annual Convention and World Languages Expo, San Diego, California.
	Adamson, S. & Neville, D. (2009, February). Language instruction to go: Best practices for efficient, student-centered podcasting in the L2 classroom. Paper presented at the Lilly Conference on College and University Teaching, University of North Carolina at Greensboro.
	Shelton, B., Neville, D., McInnis, B. (2008, June). Cybertext redux: Using interactive fiction to teach German vocabulary, reading, and culture. Paper presented at the International Conference for the Learning Sciences, Utrecht University, The Netherlands.
	Shelton, B., Scoresby, J., & Neville, D. (2007, June). Refining techniques for tying learning objectives to game-based learning activities. Paper presented at the Teaching with Technology Idea Exchange 2007: The Open Conference on Technology in Education, Utah Valley State University, Utah.
	Neville, D. (2001, October). The body as crossroads: Intersecting discourses on self, culture, and authority in Mechthild of Magdeburg’s “Das fließende Licht der Gottheit.” Paper presented at the Twenty-Fifth German Studies Association Conference, Washington, D.C.
	Neville, D. (2001, May). Web-based video streaming in the German conversation classroom. Paper presented at the Eighth Annual Spring Forum on Education, Washington University in St. Louis, Missouri.
	Neville, D. (1998, October). Giburc as mediatrix: Illuminated reflections of tolerance in Nürnberg, Germanisches Nationalmuseum, Graphische Sammlung Hz. 1104-1105. Paper presented at the Twenty-Fifth Saint Louis Conference on Manuscript Studies, St. Louis University, Missouri.
	Neville, D. (1997, October). Expanding the printed medieval German Bonaventurian corpus: An edition of “das buoch der betrachtunge” in Codex 396 Palatini Latini. Paper presented at the Twenty-Fourth Saint Louis Conference on Manuscript Studies, St. Louis University, Missouri.
	Neville, D. (1997, March). Divergent interpretations of women’s self-determination in “Eyn Geschicht wie Got eyner Erbarn Kloster Jungfrawen ausgeholffen hat” and Luther’s political imperative. Paper presented at The Fifth Annual Interdisciplinary German Studies Conference on Conquering Women: Women, War, and Sexuality, University of California – Berkeley.
Invited	Neville, D. (2023, September). VR and Multidisciplinary Teamwork. Presentation in the Old English Reimagined First-Year Tutorial (Dr. Paula Smith), Grinnell College, Iowa.
	Neville, D. (2023, September). Student Learning, Public Education, and Immersive Environments. Immersive Global Middle Ages, NEH Institute for Advance Topics in the Digital Humanities, Online.
	Neville, D. (2023, September). An Introduction to the Envisioning Heorot and Viking Longship VR Projects. Presentation CSC 324 – Software Design and Development (Dr. Priscilla Jimenez), Grinnell College, Iowa.
	Neville, D. (2022, October). Served as Expert Panelist for The Chronicle of Higher Education and Verizon: The Future of the Immersive Campus, Online.
	Neville, D. (2021, October). VR for the liberal arts: The Grinnell College Immersive Experiences Lab (GCIEL). Presentation and Panel Discussion, Kenyon College, Ohio.
	Neville, D. (2020, April). The experience curriculum: Immersive realities for teaching and research in the liberal arts. Presentation at the Digital Humanities, Immersive Realities Workshop, Lindenwood University, Online.
	Neville, D. (Postponed because of Covid-19). Virtual reality for second language and culture acquisition. Presentation to the Department of Germanic and Slavic Languages, Brigham Young University, Provo, Utah.
	Neville, D. (Postponed because of Covid-19). The experience curriculum: Virtual reality for the liberal arts. Presentation to the Department of Instructional Psychology and Technology, Brigham Young University, Provo, Utah.
	Neville, D. & Kelty-Stephen, D. (2018, May). Grinnell College’s Immersive Experiences Laboratory (GCIEL): Using virtual reality to promote interdisciplinary collaboration in the liberal arts. Presentation to participants of the ELI Online Event | eXtended Reality (XR): How AR, VR, and MR are Extending Learning Opportunities.
	Neville, D. (2018, April). Virtual reality for the liberal arts and social good. Presentation to the participants of the HackGC Conference, Grinnell College, Iowa.
	Neville, D. (2017, April). Ab in die Zukunft! Blended learning and immersive environments for German language and culture instruction. Presentation to the Iowa American Association of Teachers of German (AATG) Spring Meeting, Grinnell College, Iowa.
	Neville, D. (2009, February). Digital game-based learning: Immersive approaches to German language and culture. Presentation to the Spring Conference of the North Carolina Chapter of the American Association of Teachers of German, University of North Carolina at Greensboro.
	Neville, D. (2006, November). The body of the bride: The language of corporeality and transcendence in the poetic theology of the medieval mystic Mechthild of Magdeburg. Presentation to the Department of Germanic and Slavic Languages, Brigham Young University, Provo, Utah.
	Neville, D. (2001, February). Embodiment and desire in “The Flowing Light of the Godhead”: Analogical language and the poetic theology of the beguine mystic Mechthild of Magdeburg. Presentation to the Aquinas Institute of Theology, St. Louis University, Missouri.

(Screenshot by David Neville /Prototype testing of the German Environmentalism VR Game in the Unity editor)