Staff profile

Chapter in book

• Understanding the social media ecologies of employees within higher education institutions: A UK-based case study
  
  Carter, C., Martin, L., & O’Malley, C. (2014). Understanding the social media ecologies of employees within higher education institutions: A UK-based case study. In M. Kent & T. Leaver (Eds.), Education in Facebook?: Higher Education and the World’s Largest Social Network (pp. 217-225). Taylor and Francis.
• On Becoming a Tutor: Toward an Ontogenetic Model
  
  Wood, D., Wood, H., Amsworth, S., & O’Malley, C. (2008). On Becoming a Tutor: Toward an Ontogenetic Model. In C. Desforges & R. Fox (Eds.), Teaching and Learning: The Essential Readings (pp. 130-150). John Wiley and Sons. https://doi.org/10.1002/9780470690048.ch6

Conference Paper

• Glyphing it! Children using markers in school.
  
  Harun, A., Benford, S., O’Malley, C., & Noor, N. L. M. (2016). Glyphing it! Children using markers in school. In 2016 Sixth International Conference on Digital Information and Communication Technology and its Applications (DICTAP): 21-23 July 2016, Konya, Turkey (pp. 39-44). Institute of Electrical and Electronics Engineers. https://doi.org/10.1109/dictap.2016.7543998
• Augmenting learning from physical museum exhibits with personal mobile technology
  
  Ng, K., Huang, H., Selvamurthy, S., Juzar, M., Sabri, N., & O’Malley, C. (2016). Augmenting learning from physical museum exhibits with personal mobile technology. In Proceedings of International Conference of the Learning Sciences, ICLS (pp. 1261-1262).
• Research Ethics and Public Trust, Preconditions for Continued Growth of Internet Mediated Research - Public Confidence in Internet Mediate Research
  
  Koene, A., Perez, E., Carter, C., Statache, R., Adolphs, S., O’Malley, C., Rodden, T., & McAuley, D. (2015). Research Ethics and Public Trust, Preconditions for Continued Growth of Internet Mediated Research - Public Confidence in Internet Mediate Research. In O. Camp (Ed.), ICISSP 2015 : proceedings of the 1st International Conference on Information Systems Security and Privacy : ESEO, Angers, Loire Valley, France, 9-11 February, 2015. (pp. 163-168). Science and Technology Publications (SciTePress). https://doi.org/10.5220/0005331501630168
• Ethics of Personalized Information Filtering
  
  Koene, A., Perez, E., Carter, C. J., Statache, R., Adolphs, S., O’Malley, C., Rodden, T., & McAuley, D. (2015). Ethics of Personalized Information Filtering. In T. Tiropanis, A. Vakali, L. Sartori, & P. Burnap (Eds.), Internet science : second international conference, INSCI 2015, Brussels, Belgium, May 27-29, 2015 ; proceedings. (pp. 123-132). Springer Verlag. https://doi.org/10.1007/978-3-319-18609-2_10
• Refining rules learning using evolutionary PD
  
  Harun, A., Benford, S., O’Malley, C., & Noor, N. (2013). Refining rules learning using evolutionary PD. In M. Kurosu (Ed.), 15th International Conference, HCI International 2013, Las Vegas, NV, USA, July 21-26, 2013, Proceedings, Part II (pp. 376-385). Springer Verlag. https://doi.org/10.1007/978-3-642-39262-7_43
• Maintaining continuity of inquiry learning experiences across contexts: Teacher's management strategies and the role of technology
  
  Anastopoulou, S., Yang, Y., Paxton, M., Sharples, M., Crook, C., Ainsworth, S., & O’Malley, C. (2010). Maintaining continuity of inquiry learning experiences across contexts: Teacher’s management strategies and the role of technology. In M. Wolpers, P. A. Kirschner, M. Scheffel, S. Lindstaedt, & V. Dimitrova (Eds.), 5th European Conference on Technology Enhanced Learning, EC-TEL 2010, Barcelona, Spain, September 28 - October 1, 2010. Proceedings (pp. 17-29). Springer Verlag. https://doi.org/10.1007/978-3-642-16020-2_2
• On the process and outcomes of inquiry learning: Changing approaches to assessment
  
  Ainsworth, S., De Jong, T., Hmelo-Silver, C., Wilhelm, P., Hickey, D., Filsecker, M., Kwon, E., Anastopoulou, S., Sharples, M., Crook, C., O’Malley, C., Clarke-Midura, J., Mayrath, M., & Dede, C. (2010). On the process and outcomes of inquiry learning: Changing approaches to assessment. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: ICLS 2010 Conference Proceedings - 9th International Conference of the Learning Sciences (pp. 85-92). Association for Computing Machinery (ACM).
• Physical manipulation: Evaluating the potential for tangible designs
  
  Manches, A., O’Malley, C., & Benford, S. (2009). Physical manipulation: Evaluating the potential for tangible designs. In TEI ’09 Proceedings of the 3rd International Conference on Tangible and Embedded Interaction (pp. 77-84). Association for Computing Machinery (ACM). https://doi.org/10.1145/1517664.1517688
• Issues in scaffolding collaborative inquiry science learning
  
  Anastopoulou, S., & O’Malley, C. (2009). Issues in scaffolding collaborative inquiry science learning. In A. Dimitracopoulou, Claire O’Malley, Daniel Suthers, & P. Reimann (Eds.), Computer Supported Collaborative Learning Practices, CSCL 2009 Community Events Proceedings - 9th International Conference (pp. 34-36). Association for Computing Machinery (ACM).
• Making your views known: The importance of anonymity before and after classroom debates
  
  Hornsby, G., Ainsworth, S., Buda, M., Crook, C., & O’Malley, C. (2008). Making your views known: The importance of anonymity before and after classroom debates. In Computer-Supported Collaborative Learning Conference, CSCL (pp. 281-288).
• Early years learning with digital technologies: The relationship between research and design
  
  Sutherland, R., Eagle, S., O’Malley, C., Manches, A., & Sutch, D. (2008). Early years learning with digital technologies: The relationship between research and design. In Computer-Supported Collaborative Learning Conference, CSCL (pp. 354-359).
• Cutting through Layers of the BBC "ONION Street": Children's use of homework message boards out-of-school
  
  Yang, Y., Crook, C., & O’Malley, C. (2008). Cutting through Layers of the BBC "ONION Street": Children’s use of homework message boards out-of-school. In Computer-Supported Collaborative Learning Conference, CSCL (pp. 467-474).
• Trust, privacy and relationships in 'pervasive education': Families' views on homework and technologies
  
  Fraser, K., Rodden, T., & O’Malley, C. (2007). Trust, privacy and relationships in ’pervasive education’: Families’ views on homework and technologies. In A. LaMarca, M. Langheinrich, & K. N. Truong (Eds.), Pervasive Computing : 5th International Conference, PERVASIVE 2007, Toronto, Canada, May 13-16, 2007, Proceedings (pp. 180-197). Springer Verlag.
• Formalising performative interaction
  
  Dix, A., Sheridan, J., Reeves, S., Benford, S., & O’Malley, C. (2006). Formalising performative interaction. In Interactive Systems. Design, Specification, and Verification ; 12th International Workshop, DSVIS 2005, Newcastle upon Tyne, UK, July 13-15, 2005. Revised Papers (pp. 15-25). Springer Verlag. https://doi.org/10.1007/11752707_2
• Home-school technologies: Considering the family
  
  Fraser, K., Rodden, T., & O’Malley, C. (2006). Home-school technologies: Considering the family. In Proceeding of the 2006 Conference on Interaction Design and Children, IDC ’06 (pp. 153-156). Association for Computing Machinery (ACM). https://doi.org/10.1145/1139073.1139111
• The spatial character of sensor technology
  
  Reeves, S., Pridmore, T., Tree, A., Green, J., Benford, S., & O’Malley, C. (2006). The spatial character of sensor technology. In Proceedings of the Conference on Designing Interactive Systems, DIS2006; University Park, PA; United States (pp. 31-40). Association for Computing Machinery (ACM).
• Designing the spectator experience
  
  Reeves, S., Benford, S., O’Malley, C., & Fraser, M. (2005). Designing the spectator experience. In Proceedings of the Conference on Designing Interactive Systems, DIS2006; University Park, PA; United States (pp. 741-750). Association for Computing Machinery (ACM).
• Ambient wood: Designing new forms of digital augmentation for learning outdoors
  
  Rogers, Y., Price, S., Fitzpatrick, G., Fleck, R., Harris, E., Smith, H., Randell, C., Muller, H., O’malley, C., Stanton, D., Thompson, M., & Weal, M. (2004). Ambient wood: Designing new forms of digital augmentation for learning outdoors. In Proceedings of the 2004 Conference on Interaction Design and Children: Building a Community, IDC 2004 (pp. 3-10). Association for Computing Machinery (ACM). https://doi.org/10.1145/1017833.1017834
• Producing guidelines for learning, teaching and tutoring in a mobile environment
  
  Vavoula, G., Lefrere, P., O’Malley, C., Sharples, M., & Taylor, J. (2004). Producing guidelines for learning, teaching and tutoring in a mobile environment. In Proceedings - 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education; JungLi; Taiwan (pp. 173-176). Institute of Electrical and Electronics Engineers. https://doi.org/10.1109/wmte.2004.1281378
• The effect of tangible interfaces on children's collaborative behaviour
  
  Stanton, D., Bayon, V., Abnett, C., Cobb, S., & O’Malley, C. (2002). The effect of tangible interfaces on children’s collaborative behaviour. In CHI’02 Human Factors in Computing Systems (pp. 820-821). Association for Computing Machinery (ACM).
• Things aren't what they seem to be: Innovation through technology inspiration
  
  Rogers, Y., Scaife, M., Harris, E., Phelps, T., Price, S., Smith, H., Muller, H., Randell, C., Moss, A., Taylor, I., Stanton, D., O’Malley, C., Corke, G., & Gabrielli, S. (2002). Things aren’t what they seem to be: Innovation through technology inspiration. In Proceedings of the Conference on Designing Interactive Systems: Processes, Practices, Methods, and Techniques, DIS2002 (pp. 373-378). https://doi.org/10.1145/778712.778766
• Classroom collaboration in the design of tangible interfaces for storytelling
  
  Stanton, D., Bayon, V., Neale, H., Ghali, A., Benford, S., Cobb, S., Ingram, R., O’Malley, C., Wilson, J., & Pridmore, T. (2001). Classroom collaboration in the design of tangible interfaces for storytelling. In CHI ’01 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 482-489). Association for Computing Machinery (ACM). https://doi.org/10.1145/365024.365322
• Designing storytelling technologies to encourage collaboration between young children
  
  Benford, S., Bederson, B., Ã…kesson, K.-P., Bayon, V., Druin, A., Hansson, P., Hourcade, J., Ingram, R., Neale, H., O’Malley, C., Simsarian, K., Stanton, D., Sundblad, Y., & Taxén, G. (2000). Designing storytelling technologies to encourage collaboration between young children. In CHI ’00 Proceedings of the SIGCHI conference on Human Factors in Computing Systems (pp. 556-563). Association for Computing Machinery (ACM). https://doi.org/10.1145/332040.332502
• Smart toys: Brave new world?
  
  D’Hooge, H., Dalton, L., Shwe, H., Lieberman, D., & O’Malley, C. (2000). Smart toys: Brave new world?. In CHI EA ’00 CHI ’00 Extended Abstracts on Human Factors in Computing Systems (pp. 247-248). Association for Computing Machinery (ACM). https://doi.org/10.1145/633292.633436
• An 'alternate realities' microworld for horizontal motion
  
  Spensley, F., O’shea, T., Singer, R., Hennessy, S., O’Malley, C., & Scanlon, E. (1990). An ’alternate realities’ microworld for horizontal motion. In D. H. Norrie & H.-W. Six (Eds.), 3rd International Conference, ICCAL ’90 Hagen, FRG, June 11–13, 1990 Proceedings (pp. 73-98). Springer Verlag. https://doi.org/10.1007/bfb0020873
• Tools for management and support of multiple constraints in a writer's assistant.
  
  O’Malley, C., & Sharples, M. (1986). Tools for management and support of multiple constraints in a writer’s assistant. In People and Computers, Desk for Usability, Proceedings of the Second Conference of the British Computer Society; Heslington, England (pp. 115-131). British Computer Society.
• Planning nets: a framework for analyzing user-computer interactions.
  
  Riley, M., & O’Malley, C. (1985). Planning nets: a framework for analyzing user-computer interactions. In Interact ’84, Proceedings of the IFIP Conference (pp. 513-518).
• Problems in evaluation of human-computer interfaces: a case study.
  
  Bannon, L., & O’Malley, C. (1985). Problems in evaluation of human-computer interfaces: a case study. In Interact ’84, Proceedings of the IFIP Conference (pp. 709-713).
• Constructive interaction : a method for studying human-computer-human interaction.
  
  O’Malley, C., Draper, S., & Riley, M. (1985). Constructive interaction : a method for studying human-computer-human interaction. In Interact ’84, Proceedings of the IFIP Conference (pp. 269-274).
• A proposal for user centered system documentation
  
  O’Malley, C., Smolensky, P., Bannon, L., Conway, E., Graham, J., Sokolov, J., & Monty, M. (1983). A proposal for user centered system documentation. In CHI ’83 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 282-285). Association for Computing Machinery (ACM). https://doi.org/10.1145/800045.801627

Journal Article

• Gambling on Smartphones: A Study of a Potentially Addictive Behaviour in a Naturalistic Setting
  
  James, R., O’Malley, C., & Tunney, R. (2019). Gambling on Smartphones: A Study of a Potentially Addictive Behaviour in a Naturalistic Setting. European Addiction Research, 25(1), 30-40. https://doi.org/10.1159/000495663
• Interventions for preventing obesity in children
  
  Brown, T., Moore, T. H., Hooper, L., Gao, Y., Zayegh, A., Ijaz, S., Elwenspoek, M., Foxen, S. C., Magee, L., O’Malley, C., Waters, E., & Summerbell, C. D. (2019). Interventions for preventing obesity in children. Cochrane Library, 2019(7), Article CD001871. https://doi.org/10.1002/14651858.cd001871.pub4
• Exploring the evidence base for Tier 3 specialist weight management interventions for children aged 2–18 years in the UK: a rapid systematic review
  
  Brown, T., O’Malley, C., Blackshaw, J., Coulton, V., Tedstone, A., Summerbell, C., & Ells, L. J. (2018). Exploring the evidence base for Tier 3 specialist weight management interventions for children aged 2–18 years in the UK: a rapid systematic review. Journal of Public Health, 40(4), 835-847. https://doi.org/10.1093/pubmed/fdx166
• Treasure codes: augmenting learning from physical museum exhibits through treasure hunting
  
  Ng, K. H., Huang, H., & O’Malley, C. (2018). Treasure codes: augmenting learning from physical museum exhibits through treasure hunting. Personal and Ubiquitous Computing, 22(4), 739-750. https://doi.org/10.1007/s00779-018-1126-5
• Understanding the psychology of mobile gambling: A behavioural synthesis
  
  James, R. J., O’Malley, C., & Tunney, R. J. (2017). Understanding the psychology of mobile gambling: A behavioural synthesis. British Journal of Psychology, 108(3), 608-625. https://doi.org/10.1111/bjop.12226
• Loss of Control as a Discriminating Factor Between Different Latent Classes of Disordered Gambling Severity
  
  James, R. J., O’Malley, C., & Tunney, R. J. (2016). Loss of Control as a Discriminating Factor Between Different Latent Classes of Disordered Gambling Severity. Journal of Gambling Studies, 32(4), 1155-1173. https://doi.org/10.1007/s10899-016-9592-z
• Sociodemographic predictors of latent class membership of problematic and disordered gamblers
  
  James, R. J., O’Malley, C., & Tunney, R. J. (2016). Sociodemographic predictors of latent class membership of problematic and disordered gamblers. Addictive Behaviors Reports, 3, 61-69. https://doi.org/10.1016/j.abrep.2016.04.004
• Community pharmacy-delivered interventions for public health priorities: a systematic review of interventions for alcohol reduction, smoking cessation and weight management, including meta-analysis for smoking cessation
  
  Brown, T., Todd, A., O’Malley, C., Moore, H., Husband, A., Bambra, C., Kasim, A., Sniehotta, F., Steed, L., Smith, S., Nield, L., & Summerbell, C. (2016). Community pharmacy-delivered interventions for public health priorities: a systematic review of interventions for alcohol reduction, smoking cessation and weight management, including meta-analysis for smoking cessation. BMJ Open, 6(2), Article e009828. https://doi.org/10.1136/bmjopen-2015-009828
• Why are Some Games More Addictive than Others: The Effects of Timing and Payoff on Perseverance in a Slot Machine Game
  
  James, R. J., O’Malley, C., & Tunney, R. J. (2016). Why are Some Games More Addictive than Others: The Effects of Timing and Payoff on Perseverance in a Slot Machine Game. Frontiers in Psychology, 7, Article 46. https://doi.org/10.3389/fpsyg.2016.00046
• The Effects of Physical Manipulatives on Children's Numerical Strategies
  
  Manches, A., & O’Malley, C. (2016). The Effects of Physical Manipulatives on Children’s Numerical Strategies. Cognition and Instruction, 34(1), 27-50. https://doi.org/10.1080/07370008.2015.1124882
• Determinants of sugar-sweetened beverage consumption in young children: a systematic review
  
  Mazarello Paes, V., Hesketh, K., O’Malley, C., Moore, H., Summerbell, C., Griffin, S., van Sluijs, E., Ong, K., & Lakshman, R. (2015). Determinants of sugar-sweetened beverage consumption in young children: a systematic review. Obesity Reviews, 16(11), 903-913. https://doi.org/10.1111/obr.12310
• Juries: acting out digital dilemmas to promote digital reflections
  
  Vallejos, E. P., Pothong, K., Coleman, S., Koene, A., Carter, C. J., Statache, R., Rodden, T., McAuley, D., Cano, M., Adolphs, S., & O’Malley, C. (2015). Juries: acting out digital dilemmas to promote digital reflections. ACM SIGCAS Computers and Society, 45(3), 84-90. https://doi.org/10.1145/2874239.2874252
• Privacy concerns arising from internet service personalization filters
  
  Koene, A., Perez, E., Carter, C. J., Statache, R., Adolphs, S., O’Malley, C., Rodden, T., & McAuley, D. (2015). Privacy concerns arising from internet service personalization filters. ACM SIGCAS Computers and Society, 45(3), 167-171. https://doi.org/10.1145/2874239.2874263
• Understanding academic attitudes towards the ethical challenges posed by social media research
  
  Carter, C. J., Koene, A., Perez, E., Statache, R., Adolphs, S., O’Malley, C., Rodden, T., & McAuley, D. (2015). Understanding academic attitudes towards the ethical challenges posed by social media research. ACM SIGCAS Computers and Society, 45(3), 202-210. https://doi.org/10.1145/2874239.2874268
• Preschoolers in the Playground: a pilot cluster randomised controlled trial of a physical activity intervention for children aged 18 months to 4 years
  
  Barber, S., Akhtar, S., Jackson, C., Bingham, D., Hewitt, C., Routen, A., Richardson, G., Ainsworth, H., Moore, H., Summerbell, C., Pickett, K., O’Malley, C., Brierley, S., & Wright, J. (2015). Preschoolers in the Playground: a pilot cluster randomised controlled trial of a physical activity intervention for children aged 18 months to 4 years. Public Health Research, 3(5). https://doi.org/10.3310/phr03050
• Personal Inquiry: Orchestrating Science Investigations Within and Beyond the Classroom
  
  Sharples, M., Scanlon, E., Ainsworth, S., Anastopoulou, S., Collins, T., Crook, C., Jones, A., Kerawalla, L., Littleton, K., Mulholland, P., & O’Malley, C. (2015). Personal Inquiry: Orchestrating Science Investigations Within and Beyond the Classroom. Journal of the Learning Sciences, 24(2), 308-341. https://doi.org/10.1080/10508406.2014.944642
• The environment can explain differences in adolescents’ daily physical activity levels living in a deprived urban area: Cross-sectional study using accelerometry, GPS and focus groups
  
  Moore, H., Nixon, C., Lake, A., Douthwaite, W., O’Malley, C., Pedley, C., Summerbell, C., & Routen, A. (2014). The environment can explain differences in adolescents’ daily physical activity levels living in a deprived urban area: Cross-sectional study using accelerometry, GPS and focus groups. Journal of Physical Activity and Health, 11(8), 1517-1524. https://doi.org/10.1123/jpah.2012-0420
• Engaging with energy reduction: Does a climate change frame have the potential for achieving broader sustainable behaviour?
  
  Spence, A., Leygue, C., Bedwell, B., & O’Malley, C. (2014). Engaging with energy reduction: Does a climate change frame have the potential for achieving broader sustainable behaviour?. Journal of Environmental Psychology, 38, 17-28. https://doi.org/10.1016/j.jenvp.2013.12.006
• Can a social networking site support afterschool group learning of Mandarin?
  
  Yang, Y., Crook, C., & O’Malley, C. (2014). Can a social networking site support afterschool group learning of Mandarin?. Learning, Media and Technology, 39(3), 267-282. https://doi.org/10.1080/17439884.2013.839564
• On the latent structure of problem gambling: a taxometric analysis
  
  James, R., O’Malley, C., & Tunney, R. (2014). On the latent structure of problem gambling: a taxometric analysis. Addiction, 109(10), 1707-1717. https://doi.org/10.1111/add.12648
• Pre-schoolers in the playground: an outdoor physical activity intervention for children aged 18 months to 4 years old: study protocol for a pilot cluster randomised controlled trial
  
  Barber, S., Jackson, C., Akhtar, S., Bingham, D., Ainsworth, H., Hewitt, C., Richardson, G., Summerbell, C., Pickett, K., Moore, H., Routen, A., O’Malley, C., Brierley, S., & Wright, J. (2013). Pre-schoolers in the playground: an outdoor physical activity intervention for children aged 18 months to 4 years old: study protocol for a pilot cluster randomised controlled trial. Trials, 14(1), Article 326. https://doi.org/10.1186/1745-6215-14-326
• Protocol for systematic reviews of determinants/correlates of obesity related dietary and physical activity behaviours in young children (preschool 0-6yrs): evidence mapping and syntheses
  
  Lakshman, R., Paes, V., Hesketh, H., O’Malley, C., Moore, H., Ong, K., Griffin, S., Van Sluijs, E., & Summerbell, C. (2013). Protocol for systematic reviews of determinants/correlates of obesity related dietary and physical activity behaviours in young children (preschool 0-6yrs): evidence mapping and syntheses. Systematic Reviews, 2(1), Article 28. https://doi.org/10.1186/2046-4053-2-28
• Creating Personal Meaning through Technology-Supported Science Inquiry Learning across Formal and Informal Settings
  
  Anastopoulou, S., Sharples, M., Ainsworth, S., Crook, C., O’Malley, C., & Wright, M. (2012). Creating Personal Meaning through Technology-Supported Science Inquiry Learning across Formal and Informal Settings. International Journal of Science Education, 34(2), 251-273. https://doi.org/10.1080/09500693.2011.569958
• Tangibles for learning: A representational analysis of physical manipulation
  
  Manches, A., & O’Malley, C. (2012). Tangibles for learning: A representational analysis of physical manipulation. Personal and Ubiquitous Computing, 16(4), 405-419. https://doi.org/10.1007/s00779-011-0406-0
• Developing workable research methods: Lessons from a pilot study with vulnerable participants and complex assessments
  
  Jones, S., Hamilton, S., Perry, L., O’Malley, C., & Halton, C. (2011). Developing workable research methods: Lessons from a pilot study with vulnerable participants and complex assessments. Journal of Research in Nursing, 16(4), 307-318. https://doi.org/10.1177/1744987110380335
• Anonymity in classroom voting and debating
  
  Ainsworth, S., Gelmini-Hornsby, G., Threapleton, K., Crook, C., O’Malley, C., & Buda, M. (2011). Anonymity in classroom voting and debating. Learning and Instruction, 21(3), 365-378. https://doi.org/10.1016/j.learninstruc.2010.05.001
• Guided reciprocal questioning to support children's collaborative storytelling
  
  Gelmini-Hornsby, G., Ainsworth, S., & O’Malley, C. (2011). Guided reciprocal questioning to support children’s collaborative storytelling. International Journal of Computer-Supported Collaborative Learning, 6(4), 577-600. https://doi.org/10.1007/s11412-011-9129-5
• The role of physical representations in solving number problems: A comparison of young children's use of physical and virtual materials
  
  Manches, A., O’Malley, C., & Benford, S. (2010). The role of physical representations in solving number problems: A comparison of young children’s use of physical and virtual materials. Computers & Education, 54(3), 622-640. https://doi.org/10.1016/j.compedu.2009.09.023
• Enhanced recognition of written words and enjoyment of reading in struggling beginner readers through whole-word multimedia software
  
  Karemaker, A., Pitchford, N., & O’Malley, C. (2010). Enhanced recognition of written words and enjoyment of reading in struggling beginner readers through whole-word multimedia software. Computers & Education, 54(1), 199-208. https://doi.org/10.1016/j.compedu.2009.07.018
• Does whole-word multimedia software support literacy acquisition?
  
  Karemaker, A., Pitchford, N., & O’Malley, C. (2010). Does whole-word multimedia software support literacy acquisition?. Reading and Writing., 23(1), 31-51. https://doi.org/10.1007/s11145-008-9148-4
• The Cochrane Library: more systematic reviews on nutrition needed
  
  Summerbell, C., Chinnock, P., O’Malley, C., & van Binsbergen, J. (2005). The Cochrane Library: more systematic reviews on nutrition needed. European Journal of Clinical Nutrition, 59(Supplement 1), S172-178. https://doi.org/10.1038/sj.ejcn.1602193
• A longitudinal, microgenetic study of the emergence of false belief understanding and inhibition skills
  
  Flynn, E., O’Malley, C., & Wood, D. (2004). A longitudinal, microgenetic study of the emergence of false belief understanding and inhibition skills. Developmental Science, 7(1), 103-115. https://doi.org/10.1111/j.1467-7687.2004.00326.x
• Comparing the roles of 3D representations in audio and audio-visual collaborations
  
  Hicks, M., Nichols, S., & O’Malley, C. (2004). Comparing the roles of 3D representations in audio and audio-visual collaborations. Virtual Reality, 7(3-4), 148-163. https://doi.org/10.1007/s10055-004-0126-0
• Comparison of 2D and 3D representations for visualising telecommunication usage
  
  Hicks, M., O’Malley, C., Nichols, S., & Anderson, B. (2003). Comparison of 2D and 3D representations for visualising telecommunication usage. Behaviour and Information Technology, 22(3), 185-201. https://doi.org/10.1080/0144929031000117080
• Video data and video links in mediated communication: what do users value?
  
  Anderson, A., Smallwood, L., MacDonald, R., Mullin, J., Fleming, A., & O’Malley, C. (2000). Video data and video links in mediated communication: what do users value?. International Journal of Human-Computer Studies, 52(1), 165-187. https://doi.org/10.1006/ijhc.1999.0335
• There is more than one way to solve a problem: Evaluating a learning environment that supports the development of children's multiplication skills
  
  Ainsworth, S., Wood, D., & O’Malley, C. (1998). There is more than one way to solve a problem: Evaluating a learning environment that supports the development of children’s multiplication skills. Learning and Instruction, 8(2), 141-157. https://doi.org/10.1016/s0959-4752%2897%2900013-3
• A cross-cultural perspective on children's theories of mind and social interaction
  
  Tan-Niam, C., Wood, D., & O’Malley, C. (1998). A cross-cultural perspective on children’s theories of mind and social interaction. Early Child Development and Care, 144(1), 55-67. https://doi.org/10.1080/0300443981440107
• Face-to-Face and Video-Mediated Communication: A Comparison of Dialogue Structure and Task Performance
  
  Doherty-Sneddon, G., O’Malley, C., Garrod, S., Anderson, A., Langton, S., & Bruce, V. (1997). Face-to-Face and Video-Mediated Communication: A Comparison of Dialogue Structure and Task Performance. Journal of Experimental Psychology: Applied, 3(2), 105-125. https://doi.org/10.1037/1076-898x.3.2.105
• Actions Speak No Louder Than Words: Symmetrical Cross-Modal Interference Effects in the Processing of Verbal and Gestural Information
  
  Langton, S., O’Malley, C., & Bruce, V. (1996). Actions Speak No Louder Than Words: Symmetrical Cross-Modal Interference Effects in the Processing of Verbal and Gestural Information. Journal of Experimental Psychology: Human Perception and Performance, 22(6), 1357-1375. https://doi.org/10.1037/0096-1523.22.6.1357
• Comparison of face-to-face and video-mediated interaction
  
  O’Malley, C., Langton, S., Anderson, A., Doherty-Sneddon, G., & Bruce, V. (1996). Comparison of face-to-face and video-mediated interaction. Interacting With Computers, 8(2), 177-192. https://doi.org/10.1016/0953-5438%2896%2901027-2
• Facial identity and facial speech processing: Familiar faces and voices in the McGurk effect
  
  Walker, S., Bruce, V., & O’Malley, C. (1995). Facial identity and facial speech processing: Familiar faces and voices in the McGurk effect. Attention, Perception, and Psychophysics, 57(8), 1124-1133. https://doi.org/10.3758/bf03208369
• A classroom intervention using a computer-augmented curriculum for mechanics
  
  Hennessy, S., Twigger, D., Driver, R., O’Shea, T., O’Malley, C., Byard, S., Draper, S., Hartley, R., Mohamed, R., & Scanlon, E. (1995). A classroom intervention using a computer-augmented curriculum for mechanics. International Journal of Science Education, 17(2), 189-209. https://doi.org/10.1080/0950069950170204
• On Becoming a Tutor: Toward an Ontogenetic Model
  
  Wood, D., Wood, H., Ainsworth, S., & O’Malley, C. (1995). On Becoming a Tutor: Toward an Ontogenetic Model. Cognition and Instruction, 13(4), 565-581. https://doi.org/10.1207/s1532690xci1304_7
• Design of a computerâ€augmented curriculum for mechanics
  
  Hennessy, S., Twigger, D., Driver, R., O’Shea, T., O’Malley, C., Byard, M., Draper, S., Hartley, R., Mohamed, R., & Scanlon, E. (1995). Design of a computerâ€augmented curriculum for mechanics. International Journal of Science Education, 17(1), 75-92. https://doi.org/10.1080/0950069950170106
• Challenging models of elastic collisions with a computer simulation
  
  Whitelock, D., Taylor, J., O’Shea, T., Scanlon, E., Sellman, R., Clark, P., & O’Malley, C. (1993). Challenging models of elastic collisions with a computer simulation. Computers & Education, 20(1), 1-9. https://doi.org/10.1016/0360-1315%2893%2990065-q
• Designing computer systems to support peer learning
  
  O’Malley, C. (1992). Designing computer systems to support peer learning. European Journal of Psychology of Education, 7(4), 339-352. https://doi.org/10.1007/bf03172898
• The ‘Conceptual Change In Science’ project.
  
  Twigger, D., Byard, M., Draper, S., Driver, R., Hartley, R., Hennessy, S., Mallen, C., Mohamed, R., O’Malley, C., O’Shea, T., & Scanlon, E. (1991). The ‘Conceptual Change In Science’ project. Journal of Computer Assisted Learning, 7(2), 144-155. https://doi.org/10.1111/j.1365-2729.1991.tb00238.x
• Design considerations in a project on conceptual change in science
  
  Draper, S., Druver, R., Hartley, R., Hennessy, S., Mallen, C., Mohamed, R., O’Malley, C., O’Shea, T., Scanlon, E., & Twigger, D. (1991). Design considerations in a project on conceptual change in science. Computers & Education, 17(1), 37-40. https://doi.org/10.1016/0360-1315%2891%2990070-8
• The design and evaluation of a multimedia authoring system
  
  O’Malley, C., Baker, M., & Elsom-Cook, M. (1991). The design and evaluation of a multimedia authoring system. Computers & Education, 17(1), 49-60. https://doi.org/10.1016/0360-1315%2891%2990072-y
• Computer-supported collaborative learning: Problem solving and distance education
  
  O’Malley, C., & Scanlon, E. (1990). Computer-supported collaborative learning: Problem solving and distance education. Computers & Education, 15(1-3), 127-136. https://doi.org/10.1016/0360-1315%2890%2990138-w
• ECAL: Bridging the gap between CAL and intelligent tutoring systems
  
  Elsom-Cook, M., & O’Malley, C. (1990). ECAL: Bridging the gap between CAL and intelligent tutoring systems. Computers & Education, 15(1-3), 69-81. https://doi.org/10.1016/0360-1315%2890%2990131-p