Dr Emma Clayes

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Contact: emma.clayes.perth@uhi.ac.uk

Research interests

My research interests have evolved from using eye-tracking to investigate language processing to exploring local environment issues using theory from cognitive psychology, for example looking at how language (Gaelic) may affect memory and emotion. I have been involved in several research projects exploring the use of technologies in education from the role of avatars in online representation to hybrid learning and how adolescents use of social media may affect wellbeing. I am interested in pursuing interdisciplinary research and applying psychology to real world issues relating to crime, globalisation and education. I believe cognitive psychology offers valid theories, methods and measures that can be used in social research to advance knowledge and understanding in these areas.

Publications

  • Conington, J. and Clayes, E. (2022). Is Student Attainment affected by Educational Trust,
    Sense of Belonging and Locus of Control? Poster presented at Psychology of Education Section Annual Conference 2022, Wolfson College, September 14-15, Oxford, England.
  • Fabian, K., Clayes, E., & Kelly, L. (2019). Putting design into practice: An investigation of TPACK scores of lecturers in a networked institution. Research in Learning Technology, 27. https://doi.org/10.25304/rlt.v27.2296
  • Clayes, E., Fabian, K., and Kelly, L. (2019). How to achieve the perfect blend? Staff perception, skills, and strategies in implementing blended learning. UHI Report, Unpublished. Funded by LTA.
  • Clayes, E., Fabian, K., Oliver, P., Kelly, L. and Campbell, S. (2018). Staff and student survey of VLE use: engagement, usability, barriers, and suitability. Paper presented British Educational Research Association (BERA) Conference, Northumbria University, Newcastle, 11-13th September.
  • Sorrie, K. and Clayes, E. (2018). The Effect of Gaelic Proficiency, Word Type and Processing Task on Recall, Recognition and Emotional Intensity Ratings. Poster presented at CERE (Consortium of European Research on Emotion), April 4-5, 2018, Glasgow, Scotland.
  • Oliver, P. and Clayes, E. (2014).  Issues of Using Information Communication Technologies in Higher Education. Paper presented at European Conference on Social Media, University of Brighton, July 10-11th, 2014.
  • Clayes, E. and Smith, K. (2014). Education not Credentialisation: A Novel Idea. Paper presented at the Festivalof Dangerous Ideas, Glasgow City College, June 16th, 2014.
  • Clayes, E.L., Grier, A., Lawrie, I and Wilson, N. (2013). Student achievement and mental toughness: When the going gets tough, the tough take control. Paper presented at British Psychological Society Psychology of Education Section Annual Conference Enhancing Experiences of Learning and Teaching, York.
  • Sinclair, K. & Clayes, E. (2013). Less IS More: The effects of media and formatting on comprehension. Poster presented at British Psychological Society Psychology of Education Section Annual Conference Enhancing Experiences of Learning and Teaching, York.
  • Lawrie, I. And Clayes, E. (2011).  Building student confidence and giving feedback: does it affect learning? Paper presented at Scottish Educational Research Association (SERA) Annual Conference, 25-26th November 2010.
  • Clayes, E.L. and Smith, K. (2008). Mode of presentation and student learning. Poster presented at Psychology Learning and Teaching (PLAT), University of Bath, 1-3 July, 2008.
  • Clayes, E.L. and Smith, K. (2007). Does death by handout mean the end of the sentence? Paper presented at Scottish Educational Research Association (SERA) Annual Conference, 22-24th November 2007.
  • Clayes, E.L. and Anderson, A. (2007). Real Faces and Robot Faces: the effects of representation on computer-mediated communication.  International Journal of Human-Computer Studies, 65, 480-496. https://doi.org/10.1016/j.ijhcs.2006.10.005