| The effectiveness of technology‐supported personalised learning in low‐and middle‐income countries: A meta‐analysis L Major, GA Francis, M Tsapali British Journal of Educational Technology 52 (5), 1935-1964, 2021 | 79 | 2021 |
| Do Tangible User Interfaces promote social behaviour during free play? A comparison of autistic and typically-developing children playing with passive and digital construction toys GA Francis, W Farr, S Mareva, JL Gibson Research in Autism Spectrum Disorders 58, 68-82, 2019 | 31 | 2019 |
| Technology-supported personalised learning: a rapid evidence review L Major, GA Francis EdTech Hub, 2020 | 30 | 2020 |
| Educational technology for learners with disabilities in primary school settings in low-and middle-income countries: a systematic literature review P Lynch, N Singal, GA Francis Educational Review 76 (2), 405-431, 2024 | 23 | 2024 |
| EdTech for Learners with Disabilities in Primary School Settings in LMICs: A Systematic Literature Review P Lynch, N Singal, G Francis Working Paper]. EdTech Hub. DOI: 10.5281/zenodo. 4348995. Available at …, 2021 | 17 | 2021 |
| Play-based interventions for mental health: A systematic review and meta-analysis focused on children and adolescents with autism spectrum disorder and developmental language … G Francis, E Deniz, C Torgerson, U Toseeb Autism & Developmental Language Impairments 7, 23969415211073118, 2022 | 14 | 2022 |
| Parent-mediated play‐based interventions to improve social communication and language skills of preschool autistic children: A systematic review and meta-analysis protocol E Deniz, G Francis, C Torgerson, U Toseeb PloS one 17 (8), e0270153, 2022 | 6 | 2022 |
| Technology-supported personalised learning: Rapid evidence review. EdTechHub L Major, GA Francis | 6 | 2020 |
| A plausible role of imagination in pretend play, counterfactual reasoning, and executive functions GA Francis, JL Gibson British journal of psychology 114 (3), 749-770, 2023 | 1 | 2023 |
| Pretense, Executive Functions, and Counterfactual Reasoning: Evaluating the Case for a ‘Unified Theory of Imaginative Processes’ GA Francis, J Gibson | 1 | 2021 |
| Systemic Mixed-Methods Research—A conceptual framework for EdTech research along the IDIA scale B Haßler, S Hennessy, D Hollow, L Simpson, A Carter, K Damani, ... | 1 | 2019 |
| Executive Functions and Academic Achievement in a High-Poverty Sample. GA Francis, Z Serpell, T Parr, MR Ellefson CogSci, 2017 | 1 | 2017 |
| Educational Neuromyths and Instructional Practices: The Case of Inclusive Education Teachers in Hong Kong P yin Tsang, G Francis, E Pavlidou Trends in Neuroscience and Education, 100221, 2024 | | 2024 |
| Can behavioural genetics advance the study of children’s play? GA Francis, U Toseeb PsyArXiv, 2023 | | 2023 |
| A Review of Effective Teaching Practices in Secondary Education TSCO Tool | | 2023 |
| A Plausible role of Imagination in Pretense, Executive Functions, and Counterfactual Reasoning GA Francis, JL Gibson PsyArXiv, 2021 | | 2021 |
| Play and Psychopathology: An Etiological Work of the influence of Genetic and Environmental factors GA Francis, U Toseeb, K Asbury OSF, 2021 | | 2021 |
| Pretence and Counterfactual Reasoning: What is the nature of the relationship GA Francis | | 2020 |
Louis MajorSenior Lecturer in Digital Education - University of ManchesterVerified email at manchester.ac.uk
