Tim Jay
Tim Jay
Professor of Psychology of Education, Loughborough University
Verified email at
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
Pervasive Computing: 7th International Conference, Pervasive 2009, Nara …, 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
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
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
Gamification of learning deactivates the default mode network
PA Howard-Jones, T Jay, A Mason, H Jones
Frontiers in psychology 6, 1891, 2016
Reward, learning and games
PA Howard-Jones, T Jay
Current opinion in behavioral sciences 10, 65-72, 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
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
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
Designing a programming game to improve children’s procedural abstraction skills in scratch
S P. Rose, MPJ Habgood, T Jay
Journal of Educational Computing Research 58 (7), 1372-1411, 2020
JMP 8 introductory guide
SAS Institute
SAS Institute, 2009
Finding ‘mathematics’: parents questioning school-centred approaches to involvement in children’s mathematics learning
T Jay, J Rose, B Simmons
School Community Journal 27 (1), 201-230, 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
Reconsidering The Role of Play in Early Childhood, 40-53, 2020
Applying the science of learning in the classroom
P Howard-Jones, S Yau
Journal of the chartered college of teaching, 2018
Professional development on the science of learning and teachers' performative thinking—a pilot study
P A Howard‐Jones, T Jay, L Galeano
Mind, Brain, and Education 14 (3), 267-278, 2020
Mathematics at your fingertips: testing a finger training intervention to improve quantitative skills
T Jay, J Betenson
Frontiers in Education 2, 22, 2017
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
Pirate plunder: Game-based computational thinking using scratch blocks
S Rose, J Habgood, T Jay
Academic Conferences and Publishing International Limited, 2018
The system can't perform the operation now. Try again later.
Articles 1–20