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ORCIDThomas M. Connolly
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2020 – today
- 2023
[i1]Tim Lessner, Fritz Laux, Thomas M. Connolly:
O|R|P|E - A Data Semantics Driven Concurrency Control. CoRR abs/2308.09121 (2023)- 2022
- [j29]Stephen Farrier
, Thomas M. Connolly, Nikolina Tsvetkova, Mario Soflano, Petros Papadopoulos:
Development and Evaluation of Two 3D-Simulated Practice Learning Environments. Int. J. Virtual Pers. Learn. Environ. 12(1): 1-26 (2022)
2010 – 2019
- 2019
- [j28]Yaelle Chaudy, Thomas M. Connolly:
Specification and evaluation of an assessment engine for educational games: Integrating learning analytics and providing an assessment authoring tool. Entertain. Comput. 30 (2019) - 2018
- [j27]Yaelle Chaudy, Thomas M. Connolly:
Specification and evaluation of an assessment engine for educational games: Empowering educators with an assessment editor and a learning analytics dashboard. Entertain. Comput. 27: 209-224 (2018) - 2016
- [j26]Elizabeth A. Boyle, Thomas Hainey, Thomas M. Connolly, Grant Gray, Jeffrey Earp, Michela Ott, Theodore Lim, Manuel Ninaus, Cláudia Sofia Ribeiro, João Madeiras Pereira:
An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Comput. Educ. 94: 178-192 (2016) - [j25]Thomas Hainey, Thomas M. Connolly, Elizabeth A. Boyle, Amanda Wilson, Aisya Razak:
A systematic literature review of games-based learning empirical evidence in primary education. Comput. Educ. 102: 202-223 (2016) - 2015
- [j24]Mario Soflano, Thomas M. Connolly, Thomas Hainey:
Learning style analysis in adaptive GBL application to teach SQL. Comput. Educ. 86: 105-119 (2015) - [j23]Mario Soflano, Thomas M. Connolly, Thomas Hainey:
An application of adaptive games-based learning based on learning style to teach SQL. Comput. Educ. 86: 192-211 (2015) - [c20]Felix Schiele, Fritz Laux, Thomas M. Connolly:
Improving the understanding of business processes. DEC 2015: 209-220 - [c19]Michael Schaidnagel, Fritz Laux, Thomas M. Connolly:
Using feature construction for dimensionality reduction in big data scenarios to allow real time classification of sequence data. DEC 2015: 259-269 - 2014
- [j22]Elizabeth A. Boyle, Ewan MacArthur, Thomas M. Connolly, Thomas Hainey, Madalina Manea, Anne Kärki, Peter van Rosmalen:
A narrative literature review of games, animations and simulations to teach research methods and statistics. Comput. Educ. 74: 1-14 (2014) - [c18]Aristidis Protopsaltis, Sónia Hetzner, Spiros A. Borotis, Thomas M. Connolly, Thomas Hainey:
How to Teach Entrepreneurship Using Serious Games and Web 2.0. ICALT 2014: 227-229 - [c17]Yaelle Chaudy, Thomas M. Connolly, Thomas Hainey:
EngAGe: A Link between Educational Games Developers and Educators. VS-GAMES 2014: 1-7 - 2013
- [j21]Thomas Hainey, Wim Westera, Thomas M. Connolly, Liz Boyle, Gavin J. Baxter, Richard B. Beeby, Mario Soflano:
Students' attitudes toward playing games and using games in education: Comparing Scotland and the Netherlands. Comput. Educ. 69: 474-484 (2013) - [j20]Aishah Abdul Razak, Thomas M. Connolly:
Using Games-based Learning: How it Influences the Learning Experience and Outcomes of Primary School Children. Int. J. Emerg. Technol. Learn. 8(S2): 47-54 (2013) - [j19]Amanda Wilson, Thomas Hainey, Thomas M. Connolly:
Using Scratch with Primary School Children: An Evaluation of Games Constructed to Gauge Understanding of Programming Concepts. Int. J. Game Based Learn. 3(1): 93-109 (2013) - [c16]Aishah Abdul Razak, Thomas M. Connolly:
Learning with computer games or teacher: How it influences the learning experience and outcomes at primary school. EDUCON 2013: 1076-1083 - [c15]Aishah Abdul Razak, Thomas M. Connolly:
Using games as a context for interdisciplinary learning: A case study at a Scottish primary school. EDUCON 2013: 1084-1092 - [c14]Gavin J. Baxter, Thomas M. Connolly:
Using Web 2.0 Tools to Support the Theoretical Constructs of Organisational Learning. SOCO-CISIS-ICEUTE 2013: 679-688 - [c13]Thomas Hainey, Thomas M. Connolly, Gavin J. Baxter, Carole Gould:
A Survey of Academics' Views of the Use of Web2.0 Technologies in Higher Education. SOCO-CISIS-ICEUTE 2013: 689-698 - [c12]Ashley Healy, Thomas Hainey, Thomas M. Connolly, Gavin J. Baxter:
Are Web2.0 Tools Used to Support Learning in Communities of Practice - A Survey of Three Online Communities of Practice. SOCO-CISIS-ICEUTE 2013: 699-708 - [c11]Mario Soflano, Thomas M. Connolly, Thomas Hainey:
Learning Styles in Adaptive Games-Based Learning. SOCO-CISIS-ICEUTE 2013: 709-717 - [c10]Thomas Hainey, Thomas M. Connolly:
The Use of Games as an Educational Web2.0 Technology - A Survey of Motivations for Playing Computer Games at HE Level. SOCO-CISIS-ICEUTE 2013: 719-728 - [c9]Gavin J. Baxter, Thomas M. Connolly:
Adopting the Use of Enterpise Mircoblogging as an Organisational Learning Approach. SOCO-CISIS-ICEUTE 2013: 729-738 - 2012
- [j18]Thomas M. Connolly, Elizabeth A. Boyle, Ewan MacArthur, Thomas Hainey, James M. Boyle:
A systematic literature review of empirical evidence on computer games and serious games. Comput. Educ. 59(2): 661-686 (2012) - [j17]Elizabeth A. Boyle, Thomas M. Connolly, Thomas Hainey, James M. Boyle:
Engagement in digital entertainment games: A systematic review. Comput. Hum. Behav. 28(3): 771-780 (2012) - [j16]Aishah Abdul Razak, Thomas M. Connolly, Thomas Hainey:
Teachers' Views on the Approach of Digital Games-Based Learning within the Curriculum for Excellence. Int. J. Game Based Learn. 2(1): 33-51 (2012) - 2011
- [j15]Thomas Hainey, Thomas M. Connolly, Mark Stansfield, Elizabeth A. Boyle:
Evaluation of a game to teach requirements collection and analysis in software engineering at tertiary education level. Comput. Educ. 56(1): 21-35 (2011) - [j14]Thomas M. Connolly, Mark Stansfield, Thomas Hainey:
An alternate reality game for language learning: ARGuing for multilingual motivation. Comput. Educ. 57(1): 1389-1415 (2011) - [j13]Thomas Hainey, Thomas M. Connolly, Mark Stansfield, Elizabeth A. Boyle:
The differences in motivations of online game players and offline game players: A combined analysis of three studies at higher education level. Comput. Educ. 57(4): 2197-2211 (2011) - [j12]Elizabeth A. Boyle, Thomas M. Connolly, Thomas Hainey:
The role of psychology in understanding the impact of computer games. Entertain. Comput. 2(2): 69-74 (2011) - [j11]Gavin J. Baxter, Thomas M. Connolly, Mark Stansfield:
Organisational Blogging: The Problem of Engagement. Int. J. Virtual Pers. Learn. Environ. 2(3): 1-17 (2011) - [c8]Graeme Baillie, Brian Armour, Dave Allan, Robert Milne, Thomas M. Connolly, Richard B. Beeby:
A Model-View-DynamicViewModel and its Performance in a Web-based Component Architecture. SEKE 2011: 786-791 - 2010
- [j10]Thomas Hainey, Thomas M. Connolly:
Evaluating Games-Based Learning. Int. J. Virtual Pers. Learn. Environ. 1(1): 57-71 (2010) - [c7]Carole Gould, Thomas M. Connolly, Stuart Waugh, Brian Boyle:
A Move Towards e-Learning in the Commercial Environment. CSEDU (1) 2010: 62-71
2000 – 2009
- 2009
- [j9]Gavin J. Baxter, Thomas M. Connolly, Mark Stansfield:
The socialisation of organisational learning through learning technology. Int. J. Internet Enterp. Manag. 6(2): 164-176 (2009) - 2008
- [j8]Wallace Gray, Thomas M. Connolly:
The impact of offshoring on the evolution of the IT workforce within the UK. Int. J. Inf. Technol. Manag. 7(4): 356-373 (2008) - [j7]Antonio Cartelli, Mark Stansfield, Thomas M. Connolly, Athanassios Jimoyiannis, Hugo Magalhães, Katherine Maillet:
Towards the Development of a New Model for Best Practice and Knowledge Construction in Virtual Campuses. J. Inf. Technol. Educ. 7: 121-134 (2008) - [c6]Thomas M. Connolly:
Using Alternate Reality Games to Support the Teaching of Modern Foreign Languages. WEBIST (1) 2008: 428-434 - 2007
- [j6]Thomas M. Connolly, Mark Stansfield, Thomas Hainey:
An application of games-based learning within software engineering. Br. J. Educ. Technol. 38(3): 416-428 (2007) - [j5]Thomas M. Connolly, Ewan MacArthur, Mark Stansfield, Evelyn McLellan:
A quasi-experimental study of three online learning courses in computing. Comput. Educ. 49(2): 345-359 (2007) - [j4]Thomas M. Connolly, Mark Stansfield:
From e-learning to games-based e-learning: using interactive technologies in teaching an IS course. Int. J. Inf. Technol. Manag. 6(2/3/4): 188-208 (2007) - [c5]Thomas M. Connolly, Mark Stansfield, Thomas Hainey:
Applying Games-based Learning to Teach Software Engineering Concepts. WEBIST (3) 2007: 289-295 - [c4]Thomas M. Connolly, Mark Stansfield, Thomas Hainey:
Using Games-Based Learning to Teach Software Engineering. WEBIST (Selected Papers) 2007: 304-313 - 2006
- [j3]Thomas M. Connolly, Carolyn E. Begg:
A Constructivist-Based Approach to Teaching Database Analysis and Design. J. Inf. Syst. Educ. 17(1): 43-54 (2006) - [j2]Thomas M. Connolly, Mark Stansfield:
Using Games-Based eLearning Technologies in Overcoming Difficulties in Teaching Information Systems. J. Inf. Technol. Educ. 5: 459-476 (2006) - [c3]Thomas M. Connolly, Mark Stansfield:
Enhancing eLearning: Using Computer Games to Teach Requirements Collection and Analysis. USAB 2006: 49-60 - [c2]Thomas M. Connolly, Carolyn E. Begg:
Teaching Database Analysis and Design in a Web-Based Constructivist Learning Environment. WEBIST (2) 2006: 164-171 - [c1]Thomas M. Connolly, Carolyn E. Begg:
Teaching Database Analysis and Design in a Web-Based Constructivist Learning Environment. WEBIST (Selected Papers) 2006: 343-354 - 2004
- [j1]Mark Stansfield, Evelyn McLellan, Thomas M. Connolly:
Enhancing Student Performance in Online Learning and Traditional Face-to-Face Class Delivery. J. Inf. Technol. Educ. 3: 173-188 (2004)
Coauthor Index
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