Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
A systematic literature review of games-based learning empirical evidence in primary education
2016278 citationsThomas Hainey, Thomas Connolly et al.Computers & Educationprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
hero ref
This map shows the geographic impact of Amanda Wilson'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 Amanda Wilson with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Amanda Wilson more than expected).
This network shows the impact of papers produced by Amanda Wilson. 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 Amanda Wilson. The network helps show where Amanda Wilson may publish in the future.
Co-authorship network of co-authors of Amanda Wilson
This figure shows the co-authorship network connecting the top 25 collaborators of Amanda Wilson.
A scholar is included among the top collaborators of Amanda Wilson 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 Amanda Wilson. Amanda Wilson is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
12 of 12 papers shown
1.
Hainey, Thomas, Thomas Connolly, Elizabeth Boyle, Amanda Wilson, & Aishah Abdul Razak. (2016). A systematic literature review of games-based learning empirical evidence in primary education. Computers & Education. 102. 202–223.278 indexed citations breakdown →
Hainey, Thomas, et al.. (2014). A Systematic Literature Review to Identify Empirical Evidence on the use of Games-Based Learning in Primary Education for Knowledge Acquisition and Content Understanding. 167–175.11 indexed citations
4.
Wilson, Amanda, Thomas Hainey, & Thomas Connolly. (2013). Using Scratch with Primary School Children. International Journal of Game-Based Learning. 3(1). 93–109.33 indexed citations
Wilson, Amanda, Thomas Hainey, & Thomas Connolly. (2013). Development of an Implementation Framework for Games-Based Construction Learning Using Scratch in Primary Education. 587–595.4 indexed citations
7.
Wilson, Amanda, Thomas Hainey, & Thomas Connolly. (2012). Evaluation of Computer Games Developed by Primary School Children to Gauge Understanding of Programming Concepts. 549–558.52 indexed citations
8.
Razak, Aishah Abdul, Thomas Connolly, Gavin Baxter, Thomas Hainey, & Amanda Wilson. (2012). The use of Games-Based Learning at Primary Education Level Within the Curriculum for Excellence: A Combined Result of two Regional Teacher Surveys. 401–409.7 indexed citations
9.
Wilson, Amanda, et al.. (2011). Evaluation of Introducing Programming to Younger School Children Using a Computer Game Making Tool. ResearchOnline (Glasgow Caledonian University). 639–649.8 indexed citations
10.
Choi, Eun-Kyong, Amanda Wilson, Deborah Fowler, Jingxue Yuan, & Ben K. Goh. (2011). An Analysis of Freshmen Students’ Motivation to Eat at On-Campus Dining Facilities. ScholarWorks@UMassAmherst (University of Massachusetts Amherst).2 indexed citations
11.
Wilson, Amanda, et al.. (2010). Evaluating Scratch to Introduce Younger Schoolchildren to Programming.. ResearchOnline. 7.68 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.