Aibhín Bray

803 total citations
24 papers, 495 citations indexed

About

Aibhín Bray is a scholar working on Education, Developmental and Educational Psychology and Information Systems. According to data from OpenAlex, Aibhín Bray has authored 24 papers receiving a total of 495 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Education, 8 papers in Developmental and Educational Psychology and 4 papers in Information Systems. Recurrent topics in Aibhín Bray's work include Education and Technology Integration (6 papers), Innovative Teaching and Learning Methods (5 papers) and Mobile Learning in Education (4 papers). Aibhín Bray is often cited by papers focused on Education and Technology Integration (6 papers), Innovative Teaching and Learning Methods (5 papers) and Mobile Learning in Education (4 papers). Aibhín Bray collaborates with scholars based in Ireland, South Africa and Spain. Aibhín Bray's co-authors include Brendan Tangney, Joanne Banks, Ann Devitt, Carina Girvan, Jennifer Williams, Cormac Breen, Mark Prendergast, Marta Sandoval Mena, Sergio Sánchez and Fiona Faulkner and has published in prestigious journals such as Computers & Education, British Journal of Educational Technology and Thinking Skills and Creativity.

In The Last Decade

Aibhín Bray

23 papers receiving 457 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Aibhín Bray Ireland 10 344 131 118 83 62 24 495
Catherine Attard Australia 11 422 1.2× 151 1.2× 96 0.8× 53 0.6× 44 0.7× 42 521
Lisa Ziernwald Germany 6 243 0.7× 125 1.0× 91 0.8× 54 0.7× 29 0.5× 12 375
Frank Reinhold Germany 12 423 1.2× 176 1.3× 183 1.6× 105 1.3× 57 0.9× 52 693
Riyan Hidayat Malaysia 12 224 0.7× 73 0.6× 70 0.6× 60 0.7× 78 1.3× 64 380
Christian Bokhove United Kingdom 14 322 0.9× 56 0.4× 154 1.3× 73 0.9× 33 0.5× 55 531
Roslinda Rosli Malaysia 14 532 1.5× 111 0.8× 112 0.9× 44 0.5× 152 2.5× 91 692
Teomara Rutherford United States 15 305 0.9× 67 0.5× 231 2.0× 106 1.3× 23 0.4× 48 543
Delia Hillmayr Germany 5 236 0.7× 128 1.0× 82 0.7× 53 0.6× 29 0.5× 7 356
Derar Serhan United States 8 266 0.8× 103 0.8× 38 0.3× 55 0.7× 28 0.5× 19 427
Kwan Eu Leong Malaysia 14 359 1.0× 96 0.7× 115 1.0× 37 0.4× 130 2.1× 59 479

Countries citing papers authored by Aibhín Bray

Since Specialization
Citations

This map shows the geographic impact of Aibhín Bray's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Aibhín Bray with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Aibhín Bray more than expected).

Fields of papers citing papers by Aibhín Bray

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Aibhín Bray. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Aibhín Bray. The network helps show where Aibhín Bray may publish in the future.

Co-authorship network of co-authors of Aibhín Bray

This figure shows the co-authorship network connecting the top 25 collaborators of Aibhín Bray. A scholar is included among the top collaborators of Aibhín Bray based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Aibhín Bray. Aibhín Bray is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
2.
Bray, Aibhín, et al.. (2023). What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level. British Journal of Educational Technology. 55(1). 113–138. 25 indexed citations
3.
Bray, Aibhín, et al.. (2023). Students’ perceptions of pedagogy for 21st century learning instrument (S-POP-21): Concept, validation, and initial results. Thinking Skills and Creativity. 49. 101319–101319. 18 indexed citations
4.
Bray, Aibhín, et al.. (2021). Connection before content: using multiple perspectives to examine student engagement during Covid-19 school closures in Ireland. Irish Educational Studies. 40(2). 431–441. 34 indexed citations
5.
Bachem, Rahel, et al.. (2021). Validation of the French ADNM-20 in the assessment of emotional difficulties resulting from COVID-19 quarantine and outbreak. BMC Psychology. 9(1). 180–180. 8 indexed citations
6.
Bray, Aibhín, et al.. (2021). Parental Involvement in Computer Science Education and Computing Attitudes and Behaviours in the Home: Model and Scale Development. ACM Transactions on Computing Education. 21(3). 1–24. 5 indexed citations
7.
Bray, Aibhín & Jennifer Williams. (2020). Why is physics hard? Unpacking students’ perceptions of physics. Journal of Physics Conference Series. 1512(1). 12002–12002. 9 indexed citations
8.
Devitt, Ann, et al.. (2020). Post-primary Student Perspectives on Teaching and Learning During Covid-19 School Closures: Lessons learned from Irish Students from schools in a Widening Participation Programme. Arrow@dit (Dublin Institute of Technology). 8 indexed citations
9.
Bray, Aibhín, et al.. (2020). Developing twenty-first-century skills in out-of-school education: the Bridge21 Transition Year programme. Technology Pedagogy and Education. 30(4). 525–541. 9 indexed citations
10.
Devitt, Ann, et al.. (2020). Teaching and Learning During School Closures: Lessons Learned. Irish Second-Level Teacher Perspectives. Trinity's Access to Research Output (TARA) (Trinity College Dublin). 12 indexed citations
11.
Bray, Aibhín, et al.. (2020). A Short Instrument for Measuring Students' Confidence with ‘Key Skills' (SICKS): Development, Validation and Initial Results. Thinking Skills and Creativity. 37. 100700–100700. 27 indexed citations
12.
Bray, Aibhín, et al.. (2019). Trinity Access: School Data 2019. Arrow@dit (Dublin Institute of Technology). 1 indexed citations
13.
Prendergast, Mark, et al.. (2018). Investigating secondary students beliefs about mathematical problem-solving. International Journal of Mathematical Education in Science and Technology. 49(8). 1203–1218. 21 indexed citations
14.
Bray, Aibhín & Brendan Tangney. (2017). Technology usage in mathematics education research – A systematic review of recent trends. Computers & Education. 114. 255–273. 181 indexed citations
15.
16.
Bray, Aibhín & Brendan Tangney. (2015). Enhancing student engagement through the affordances of mobile technology: a 21st century learning perspective on Realistic Mathematics Education. Mathematics Education Research Journal. 28(1). 173–197. 92 indexed citations
17.
Bray, Aibhín & Brendan Tangney. (2014). Barbie Bungee Jumping, Technology and Contextualised Learning of Mathematics. Arrow@dit (Dublin Institute of Technology). 206–213. 1 indexed citations
18.
Bray, Aibhín, et al.. (2013). THE HUMAN CATAPULT AND OTHER STORIES — ADVENTURES WITH TECHNOLOGY IN MATHEMATICS EDUCATION. Arrow@dit (Dublin Institute of Technology). 4 indexed citations
19.
Bray, Aibhín & Brendan Tangney. (2013). Seeing the Wood From the Trees.
20.
Tangney, Brendan & Aibhín Bray. (2013). Mobile Technology, Maths Education & 21C Learning. 12 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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