Tim Jay
Tim Jay
Professor of Psychology of Education, Loughborough University
Verified email at lboro.ac.uk
Cited by
Cited by
Display blindness: The effect of expectations on attention towards digital signage
J Müller, D Wilmsmann, J Exeler, M Buzeck, A Schmidt, T Jay, A Krüger
International Conference on Pervasive Computing, 1-8, 2009
Auditory icon and earcon mobile service notifications: intuitiveness, learnability, memorability and preference
S Garzonis, S Jones, T Jay, E O'Neill
Proceedings of the SIGCHI Conference on human factors in computing systems …, 2009
Primary and secondary school teachers’ knowledge and misconceptions about the brain in Turkey
O Karakus, PA Howard-Jones, T Jay
Procedia-Social and Behavioral Sciences 174, 1933-1940, 2015
Dialogic teaching: Evaluation report and executive summary
T Jay, B Willis, P Thomas, R Taylor, N Moore, C Burnett, G Merchant, ...
Education Endowment Foundation, 2017
Gamification of learning deactivates the default mode network
PA Howard-Jones, T Jay, A Mason, H Jones
Frontiers in psychology 6, 1891, 2016
Measuring trust in wi-fi hotspots
T Kindberg, E O'Neill, C Bevan, V Kostakos, D Stanton Fraser, T Jay
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems …, 2008
An exploration of the role of visual programming tools in the development of young children’s computational thinking
S Rose, J Habgood, T Jay
Electronic journal of e-learning 15 (4), 297-309, 2017
Reward, learning and games
PA Howard-Jones, T Jay
Current opinion in behavioral sciences 10, 65-72, 2016
Why is parental involvement in children’s mathematics learning hard? Parental perspectives on their role supporting children’s learning
T Jay, J Rose, B Simmons
Sage Open 8 (2), 2158244018775466, 2018
Longitudinal evaluation of the mathematics teacher exchange: China-England Second interim report
S Demack, T Jay, M Boylan, C Wolstenholme, A Stevens, B Maxwell
DfE, 2017
Understanding and supporting block play: video observation research on preschoolers’ block play to identify features associated with the development of abstract thinking
K Otsuka, T Jay
Early Child Development and Care 187 (5-6), 990-1003, 2017
Longitudinal Evaluation of the Mathematics Teacher Exchange: China-England-Final Report
M Boylan, C Wolstenholme, B Maxwell, S Demack, T Jay, S Reaney, ...
Department for Education, 2019
Development of numerical cognition in children and artificial systems: a review of the current knowledge and proposals for multi-disciplinary research
A Di Nuovo, T Jay
Cognitive Computation and Systems 1 (1), 2-11, 2019
Mathematics at your fingertips: testing a finger training intervention to improve quantitative skills
T Jay, J Betenson
Frontiers in Education 2, 22, 2017
Mathematics and economic activity in primary school children
T Jay, U Xolocotzin
Proceedings of the 36th Conference of the International Group for the …, 2012
The mathematics teacher exchange and ‘mastery’in England: The evidence for the efficacy of component practices
M Boylan, B Maxwell, C Wolstenholme, T Jay, S Demack
Education sciences 8 (4), 202, 2018
Applying the science of learning in the classroom
P Howard-Jones, K Ioannou, R Bailey, J Prior, SH Yau, T Jay
Profession 18, 19, 2018
Finding" Mathematics": Parents Questioning School-Centered Approaches to Involvement in Children's Mathematics Learning.
T Jay, J Rose, B Simmons
School Community Journal 27 (1), 201-230, 2017
My neighbourhood: Studying perceptions of urban space and neighbourhood with moblogging
DS Fraser, T Jay, E O’Neill, A Penn
Pervasive and Mobile Computing 9 (5), 722-737, 2013
The possibility and importance of postperspectival working
T Jay
Educational Research Review 9, 34-46, 2013
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