Research Students
The eCentre supports a number of research students, studying for MSc by research, MPhil or PhD. Whilst the topics they research may relate directly into the work of one of the research groups, more frequently their topics will range across a number of groups, so the students are attached directly to the eCentre rather than individual research groups. Below you will find listed the current research students, and those who have recently completed their studies, with a short research title to give an idea on the work being undertaken. Clicking on the student name will take you to a web page dedicated to that student and giving considerably more detail on their project, progress, supervision and publications.
Current Research Students
- Muesser Cemal Nat PhD Student : Investigating the impact of adaptive and personalised eLearning on student performance, particularly considering consistency with learning style and metacognition.
- Phil Clipsham PhD Student (staff member) : Developing a novel methodological approach to requirements capture for systems design in complex, multi-agency social-dynamic scenarios.
- Ryan Flynn PhD Student (staff member) : Developing and evaluating a serious game immersive environment for training social workers in complex and confrontational social dynamics.
- Cagin Kazimoglu PhD Student : Developing and evaluating a games-based learning tool for introductory programming, focused on developing computational thinking.
- Sophie Peter PhD Student (staff member) : Investigating the use of learning style tagging to author content for adaptive and personalised learning environments.
- Helen Umoh PhD Student : Considering issues of trust in the design of information systems.
- Joe Osunde PhD student : Investigating the use of gender equitable educational software in computer science education at the primary and secondary school stage.
- Tobe Godson PhD Student : Looking at Models for Learning Using Mobile Technology.
Completed Research Students
- Dr. Alan Mustafa PhD Student : Investigating the impact of the use of VARK-based structuring of learning resources, and levels of student control, on student learning.