Tim Jay

1.2k total citations
42 papers, 575 citations indexed

About

Tim Jay is a scholar working on Education, Statistics and Probability and Developmental and Educational Psychology. According to data from OpenAlex, Tim Jay has authored 42 papers receiving a total of 575 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Education, 12 papers in Statistics and Probability and 10 papers in Developmental and Educational Psychology. Recurrent topics in Tim Jay's work include Cognitive and developmental aspects of mathematical skills (12 papers), Mathematics Education and Teaching Techniques (7 papers) and Educational Games and Gamification (7 papers). Tim Jay is often cited by papers focused on Cognitive and developmental aspects of mathematical skills (12 papers), Mathematics Education and Teaching Techniques (7 papers) and Educational Games and Gamification (7 papers). Tim Jay collaborates with scholars based in United Kingdom, United States and Italy. Tim Jay's co-authors include Paul Howard‐Jones, Matthew Habgood, Jo Rose, Oktay Karakuş, Ben Simmons, Eamonn O’Neill, Danaë Stanton Fraser, Simon Jones, Kaoru Otsuka and Vassilis Kostakos and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Educational Psychology and Frontiers in Psychology.

In The Last Decade

Tim Jay

35 papers receiving 549 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Tim Jay United Kingdom 14 216 154 149 103 74 42 575
Andrew Manches United Kingdom 13 319 1.5× 200 1.3× 95 0.6× 190 1.8× 134 1.8× 37 727
Hui-Wen Huang China 7 182 0.8× 337 2.2× 109 0.7× 62 0.6× 98 1.3× 32 593
Jennifer S. Thom Canada 11 147 0.7× 226 1.5× 51 0.3× 72 0.7× 44 0.6× 41 536
Hsin‐Chin Chen Taiwan 14 130 0.6× 204 1.3× 168 1.1× 48 0.5× 92 1.2× 37 610
Camillia Matuk United States 13 271 1.3× 229 1.5× 29 0.2× 116 1.1× 73 1.0× 54 629
Jewoong Moon United States 15 249 1.2× 230 1.5× 152 1.0× 234 2.3× 97 1.3× 54 750
Laurie D. Edwards United States 13 413 1.9× 356 2.3× 69 0.5× 90 0.9× 57 0.8× 31 821
Michael Grimley New Zealand 12 251 1.2× 328 2.1× 55 0.4× 270 2.6× 99 1.3× 35 687
Agneta Gulz Sweden 15 173 0.8× 331 2.1× 68 0.5× 140 1.4× 48 0.6× 49 663

Countries citing papers authored by Tim Jay

Since Specialization
Citations

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

Fields of papers citing papers by Tim Jay

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Tim Jay

This figure shows the co-authorship network connecting the top 25 collaborators of Tim Jay. A scholar is included among the top collaborators of Tim Jay 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 Tim Jay. Tim Jay 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.
Moeller, Korbinian, et al.. (2025). Number Express: A Digital Game to Improve Early Numeracy. The Electronic Journal of e-Learning. 22(10). 37–51.
2.
Farran, Emily K., et al.. (2025). Teacher Delivered Block Construction Training Improves Children's Mathematics Performance. Mind Brain and Education. 19(3). 118–129.
3.
4.
Jay, Tim & Jo Rose. (2024). Making a difference in a complex world: the need for partnership work in educational research. International Journal of Research & Method in Education. 47(1). 1–3.
5.
6.
Jay, Tim, et al.. (2023). Achievement in Fundamental Movement Skills, Spatial Abilities, and Mathematics among Lower Key Stage 2 Children. Journal of Intelligence. 11(5). 87–87. 2 indexed citations
7.
Moeller, Korbinian, et al.. (2023). Number Express: a Digital Game to Improve Early Numeracy. Research Padua Archive (University of Padua). 17(1). 515–522. 1 indexed citations
8.
Habgood, Matthew, et al.. (2020). Designing a Programming Game to Improve Children’s Procedural Abstraction Skills in Scratch. Journal of Educational Computing Research. 58(7). 1372–1411. 26 indexed citations
9.
Habgood, Matthew, et al.. (2019). Using Pirate Plunder to Develop Children's Abstraction Skills in Scratch. SHURA (Sheffield Hallam University Research Archive) (Sheffield Hallam University). 1–6. 8 indexed citations
10.
Thomas, Peter, et al.. (2019). Dialogic Teaching: Addendum Report. SHURA (Sheffield Hallam University Research Archive) (Sheffield Hallam University). 1 indexed citations
11.
Jay, Tim, et al.. (2019). Game-Based Training to Promote Arithmetic Fluency. Frontiers in Education. 4.
12.
Nuovo, Alessandro Di & Tim Jay. (2019). Development of numerical cognition in children and artificial systems: a review of the current knowledge and proposals for multi‐disciplinary research. SHILAP Revista de lepidopterología. 1(1). 2–11. 9 indexed citations
13.
Jay, Tim, Jo Rose, & Ben Simmons. (2017). Finding ‘mathematics’: parents questioning school-centred approaches to involvement in children’s mathematics learning. SHURA (Sheffield Hallam University Research Archive) (Sheffield Hallam University). 27(1). 201–230. 5 indexed citations
14.
Habgood, Matthew, et al.. (2017). An Exploration of the Role of Visual Programming Tools in the Development of Young Children’s Computational Thinking. The Electronic Journal of e-Learning. 15(4). pp297–309. 53 indexed citations
15.
Howard‐Jones, Paul, et al.. (2016). Gamification of Learning Deactivates the Default Mode Network. Frontiers in Psychology. 6. 1891–1891. 42 indexed citations
16.
Howard‐Jones, Paul & Tim Jay. (2016). Reward, learning and games. Current Opinion in Behavioral Sciences. 10. 65–72. 29 indexed citations
17.
Jay, Tim, Jo Rose, & Ben Simmons. (2014). Why parents can’t always get what they (think they) want. ResearchSPAce (Bath Spa University). 31–36. 2 indexed citations
18.
Jay, Tim. (2012). The possibility and importance of postperspectival working. Educational Research Review. 9. 34–46. 6 indexed citations
19.
O’Neill, Eamonn, et al.. (2010). Older User Experience. IEEE Vehicular Technology Magazine. 5(1). 31–38.
20.
Jay, Tim, et al.. (2007). Trust, assurance and safety: The regulation of health professionals in the 21st century – Revalidation for all!. Clinical Chiropractic. 10(2). 59–60. 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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