This map shows the geographic impact of Kate Thompson'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 Thompson with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Kate Thompson more than expected).
This network shows the impact of papers produced by Kate Thompson. 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 Thompson. The network helps show where Kate Thompson may publish in the future.
Co-authorship network of co-authors of Kate Thompson
This figure shows the co-authorship network connecting the top 25 collaborators of Kate Thompson.
A scholar is included among the top collaborators of Kate Thompson 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 Thompson. Kate Thompson 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.
Thompson, Kate, Linda Corrin, Gwo‐Jen Hwang, & Jason M. Lodge. (2021). Trends in education technology in higher education. Australasian Journal of Educational Technology. 37(3). 1–4.7 indexed citations
Markauskaitė, Lina, Hanni Muukkonen, Crina Damşa, Kate Thompson, & Peter Reimann. (2020). Researching the ecologies of interdisciplinary learning. International Conference of Learning Sciences.1 indexed citations
Lodge, Jason M., Kate Thompson, Jared Cooney Horvath, Paula De Barba, & Marion Blumenstein. (2018). Learning analytics in the classroom. ASCILITE Publications. 559–561.2 indexed citations
Howard, Sarah, et al.. (2017). Capturing and visualizing:Classroom analytics for physical and digital collaborative learning processes. QUT ePrints (Queensland University of Technology).3 indexed citations
Thompson, Kate, et al.. (2013). Processing and visualizing data in complex learning environments. QUT ePrints (Queensland University of Technology).9 indexed citations
Aditomo, Anindito, Kate Thompson, & Peter Reimann. (2012). Examining system dynamics models together: Using variation theory to identify learning opportunities in online collaboration. QUT ePrints (Queensland University of Technology).
15.
Kennedy‐Clark, Shannon & Kate Thompson. (2011). Patterns of Collaborative Convergence in a Scenario-Based Multi-User Virtual Environment.. QUT ePrints (Queensland University of Technology).1 indexed citations
16.
Reimann, Peter, et al.. (2007). Decision making patterns in virtual teams. QUT ePrints (Queensland University of Technology).3 indexed citations
17.
Thompson, Kate, et al.. (2007). Effects of a Full-Day Preschool Program on 4-Year-Old Children.. 9(2).15 indexed citations
18.
Lewis, Jonathan, et al.. (2006). The Psychology of Fantasy.2 indexed citations
19.
Strain, JJ & Kate Thompson. (1991). Elevated estimates of iron status and calculated body iron stores in regular alcohol drinkers in the Northern Ireland population. 8(2). 65–69.2 indexed citations
20.
Fehily, A M, Margo E. Barker, M Thomson, et al.. (1990). The diets of men in four areas of the UK: the Caerphilly, Northern Ireland, Edinburgh and Speedwell studies.. PubMed. 44(11). 813–7.2 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.