Kate Howland

691 total citations
41 papers, 384 citations indexed

About

Kate Howland is a scholar working on Computer Science Applications, Developmental and Educational Psychology and Education. According to data from OpenAlex, Kate Howland has authored 41 papers receiving a total of 384 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Computer Science Applications, 17 papers in Developmental and Educational Psychology and 13 papers in Education. Recurrent topics in Kate Howland's work include Teaching and Learning Programming (15 papers), Educational Games and Gamification (11 papers) and Child Development and Digital Technology (9 papers). Kate Howland is often cited by papers focused on Teaching and Learning Programming (15 papers), Educational Games and Gamification (11 papers) and Child Development and Digital Technology (9 papers). Kate Howland collaborates with scholars based in United Kingdom, Netherlands and Saudi Arabia. Kate Howland's co-authors include Judith Good, Judy Robertson, Benedict du Boulay, Abrar Almjally, Andrew Macvean, Dave Harley, Mark Weal, Don Cruickshank, David De Roure and Geraldine Fitzpatrick and has published in prestigious journals such as Computers & Education, ACM Transactions on Computer-Human Interaction and Convergence The International Journal of Research into New Media Technologies.

In The Last Decade

Kate Howland

38 papers receiving 360 citations

Peers

Kate Howland

DEP

CSA

EDUCA

Mouna Denden China

Daniel López-Fernández Spain

Ricarose Roque United States

Pauliina Tuomi Finland

Renny S. N. Lindberg Belgium

Ju-Ling Shih Taiwan

Antero Lindstedt Finland

Junjie Shang China

Cheng‐Yu Hung Taiwan

Aishah Abdul Razak Malaysia

Mouna Denden China

Kate Howland

212 ×1.3

DEP

160 ×1.0

CSA

142 ×1.3

EDUCA

81 ×1.1

59 ×0.8

Citations per year, relative to Kate Howland Kate Howland (= 1×) peers Mouna Denden

Countries citing papers authored by Kate Howland

Since Specialization

Citations

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

Fields of papers citing papers by Kate Howland

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Kate Howland

This figure shows the co-authorship network connecting the top 25 collaborators of Kate Howland. A scholar is included among the top collaborators of Kate Howland 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 Kate Howland. Kate Howland 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

Good, Judith, et al.. (2025). Supporting and understanding autistic children’s non-verbal interactions through OSMoSIS, a motion-based sonic system. International Journal of Child-Computer Interaction. 44. 100726–100726.

Good, Judith, et al.. (2024). Enhancing Assessment of Social Motor Synchrony Through Full-Body Interaction: A Novel Approach with OSMoSIS Tool. UvA-DARE (University of Amsterdam). 749–753.

Howland, Kate, et al.. (2024). From Pirate Islands to Routing Tables: Investigating Intermediate Representations in Concreteness Fading through AR Learning. UvA-DARE (University of Amsterdam). 469–479. 1 indexed citations

Ali, Safinah, et al.. (2024). Child-Centered AI for Empowering Creative and Inclusive Learning Experiences. UvA-DARE (University of Amsterdam). 1035–1037. 1 indexed citations

Howland, Kate, et al.. (2024). Physical vs. Virtual Representations Within Concreteness Fading for Primary School Computing. UvA-DARE (University of Amsterdam). 14. 71–80.

Almjally, Abrar, Kate Howland, Judith Good, & Benedict du Boulay. (2023). Investigating primary school children’s embodied expression of programming concepts. International Journal of Child-Computer Interaction. 36. 100574–100574. 1 indexed citations

Good, Judith, et al.. (2021). How Technology Applied to Music-Therapy and Sound-Based Activities Addresses Motor and Social Skills in Autistic Children. Multimodal Technologies and Interaction. 5(3). 11–11. 12 indexed citations

Howland, Kate, et al.. (2020). Disseminating marine weather forecasts and gathering feedback from artisanal fishers in south India. Sussex Research Online (University of Sussex). 333–334. 2 indexed citations

Good, Judith, et al.. (2020). OSMoSIS. Sussex Research Online (University of Sussex). 151–156. 5 indexed citations

10.

Howland, Kate, et al.. (2018). Designing for concreteness fading in primary computing. Sussex Research Online (University of Sussex). 278–288. 15 indexed citations

11.

Harley, Dave, et al.. (2016). Trajectories to community engagement: Understanding older people’s experiences of engagement with online and local communities. The Journal of Community Informatics. 12(1). 4 indexed citations

12.

Good, Judith & Kate Howland. (2016). Programming language, natural language? Supporting the diverse computational activities of novice programmers. Journal of Visual Languages & Computing. 39. 78–92. 24 indexed citations

13.

Bassett, Caroline, Aristea Fotopoulou, & Kate Howland. (2015). Expertise. Convergence The International Journal of Research into New Media Technologies. 21(3). 328–342. 3 indexed citations

14.

Good, Judith & Kate Howland. (2015). Natural language and programming: Designing effective environments for novices. Sussex Research Online (University of Sussex). 225–233. 4 indexed citations

15.

Robertson, Judy, Andrew Macvean, & Kate Howland. (2013). Robust evaluation for a maturing field: The train the teacher method. International Journal of Child-Computer Interaction. 1(2). 50–60. 7 indexed citations

16.

Robertson, Judy, Andrew Macvean, & Kate Howland. (2012). Embedding technology in the classroom. 20–29. 7 indexed citations

17.

Good, Judith, et al.. (2009). Concrete thoughts on abstraction. Figshare. 8. 3 indexed citations

18.

Howland, Kate, et al.. (2009). Language-based support for computational thinking. 147–150. 11 indexed citations

19.

Weal, Mark, Don Cruickshank, David E. Millard, et al.. (2007). A Card Based Metaphor for Organising Pervasive Educational Experiences. 165–170. 20 indexed citations

20.

Howland, Kate, Judith Good, & Judy Robertson. (2007). A learner-centred design approach to developing a visual language for interactive storytelling. 45–52. 14 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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