Carina Girvan

937 total citations
21 papers, 527 citations indexed

About

Carina Girvan is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Carina Girvan has authored 21 papers receiving a total of 527 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Education, 6 papers in Developmental and Educational Psychology and 4 papers in Sociology and Political Science. Recurrent topics in Carina Girvan's work include Educational Games and Gamification (6 papers), Online and Blended Learning (4 papers) and Teacher Education and Leadership Studies (3 papers). Carina Girvan is often cited by papers focused on Educational Games and Gamification (6 papers), Online and Blended Learning (4 papers) and Teacher Education and Leadership Studies (3 papers). Carina Girvan collaborates with scholars based in Ireland, United Kingdom and Switzerland. Carina Girvan's co-authors include Timothy Savage, Brendan Tangney, Claire Conneely, Aibhín Bray, Manolis Mavrikis, Sara Hennessy, Niall Winters, Sara Price, Helena Webb and Rob Procter and has published in prestigious journals such as Computers in Human Behavior, Computers & Education and Teaching and Teacher Education.

In The Last Decade

Carina Girvan

19 papers receiving 486 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Carina Girvan Ireland	8	253	157	138	80	66	21	527
Dennis Beck United States	13	313 1.2×	129 0.8×	156 1.1×	122 1.5×	56 0.8×	65	657
Therese Keane Australia	11	194 0.8×	130 0.8×	170 1.2×	121 1.5×	76 1.2×	43	524
Ann Hill Duin United States	14	271 1.1×	170 1.1×	131 0.9×	100 1.3×	60 0.9×	73	702
Elisabeth Etopio United States	6	129 0.5×	216 1.4×	134 1.0×	68 0.8×	62 0.9×	7	435
Mingzhang Zuo China	9	216 0.9×	118 0.8×	166 1.2×	108 1.4×	72 1.1×	29	487
Beaumie Kim Canada	14	335 1.3×	213 1.4×	69 0.5×	110 1.4×	116 1.8×	57	665
Ying Xie United States	10	362 1.4×	282 1.8×	118 0.9×	151 1.9×	107 1.6×	34	700
İdris Göksu Türkiye	13	295 1.2×	107 0.7×	140 1.0×	170 2.1×	77 1.2×	41	706
Timothy Savage Ireland	8	186 0.7×	127 0.8×	73 0.5×	47 0.6×	71 1.1×	12	419
Jonah B. Firestone United States	10	252 1.0×	269 1.7×	63 0.5×	50 0.6×	69 1.0×	23	559

Countries citing papers authored by Carina Girvan

Since Specialization

Citations

This map shows the geographic impact of Carina Girvan'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 Carina Girvan with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Carina Girvan more than expected).

Fields of papers citing papers by Carina Girvan

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Carina Girvan. 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 Carina Girvan. The network helps show where Carina Girvan may publish in the future.

Co-authorship network of co-authors of Carina Girvan

This figure shows the co-authorship network connecting the top 25 collaborators of Carina Girvan. A scholar is included among the top collaborators of Carina Girvan 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 Carina Girvan. Carina Girvan is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Girvan, Carina, et al.. (2025). The PECC Framework: Promoting Gender Sensitivity and Gender Equality in Computer Science Education. Computers. 14(7). 249–249.

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

Procter, Rob, et al.. (2023). Digitally Un/Free: the everyday impact of social media on the lives of young people. Learning Media and Technology. 50(2). 205–218. 5 indexed citations

Tangney, Brendan, et al.. (2023). Overcoming barriers to teaching 21C skills: the Bridge21 approach. Irish Educational Studies. 44(2). 301–324. 1 indexed citations

Girvan, Carina, et al.. (2021). Constructionism moving forward. British Journal of Educational Technology. 52(3). 965–968. 3 indexed citations

Girvan, Carina, et al.. (2020). Das PECC-Framework: Gender-Sensibilität und spielerische Programmierung in der informatischen Grundbildung. DeLFI. 247–258. 1 indexed citations

Hennessy, Sara, Manolis Mavrikis, Carina Girvan, Sara Price, & Niall Winters. (2019). BJET Editorial for the 50th Anniversary Volume in 2019: Looking back, reaching forward. British Journal of Educational Technology. 50(1). 5–11. 10 indexed citations

Girvan, Carina & Timothy Savage. (2019). Virtual worlds: A new environment for constructionist learning. Computers in Human Behavior. 99. 396–414. 35 indexed citations

Lepuschitz, Wilfried, et al.. (2018). Overview and Evaluation of a Workshop Series for Fostering the Interest in Entrepreneurship and STEM. ORCA Online Research @Cardiff (Cardiff University). 4. 89–94. 2 indexed citations

10.

Girvan, Carina. (2018). What is a virtual world? Definition and classification. Educational Technology Research and Development. 66(5). 1087–1100. 123 indexed citations

11.

Girvan, Carina, Sara Hennessy, Manolis Mavrikis, Sara Price, & Niall Winters. (2016). BJET Editorial November 2016. British Journal of Educational Technology. 48(1). 3–6. 2 indexed citations

12.

Girvan, Carina, Claire Conneely, & Brendan Tangney. (2016). Extending experiential learning in teacher professional development. Teaching and Teacher Education. 58. 129–139. 168 indexed citations

13.

Connolly, Mark P., Carina Girvan, Sally Power, & Chris Taylor. (2016). Editors’ Report. British Educational Research Journal. 42(1). 1–4.

14.

Connolly, Mark P., Carina Girvan, Sally Power, & Chris Taylor. (2015). Editors’ Report. British Educational Research Journal. 41(1). 1–5. 1 indexed citations

15.

Girvan, Carina. (2014). Constructionism, creativity and virtual worlds. ORCA Online Research @Cardiff (Cardiff University). 3 indexed citations

16.

Girvan, Carina & Timothy Savage. (2012). Ethical considerations for educational research in a virtual world. Interactive Learning Environments. 20(3). 239–251. 8 indexed citations

17.

Girvan, Carina, Brendan Tangney, & Timothy Savage. (2012). SLurtles: Supporting constructionist learning in Second Life. Computers & Education. 61. 115–132. 31 indexed citations

18.

Conneely, Claire, Carina Girvan, & Brendan Tangney. (2012). An exploration into the adaption of the Bridge21 model for 21st century learning in Irish classrooms: Case Study Report for the NCCA. ORCA Online Research @Cardiff (Cardiff University). 1 indexed citations

19.

Girvan, Carina & Timothy Savage. (2010). Identifying an appropriate pedagogy for virtual worlds: A Communal Constructivism case study. Computers & Education. 55(1). 342–349. 112 indexed citations

20.

Girvan, Carina, et al.. (2009). You can Lead Students to Second Life, but Can You Get Them to Immerse?. Society for Information Technology & Teacher Education International Conference. 2009(1). 2318–2323. 1 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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