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Dr Tim Gamble is a Senior Lecturer in Psychology. He holds a BA in Artificial Intelligence and Geography from the University of Birmingham and a PhD in Psychology from the University of Sheffield.

Higher Education Teaching Qualification: Higher Education Academy Fellowship (FHEA).


  • Gamble, T., Turner-Cobb, J. M., Walker, I., & Holt, N. (in press). Putting proverbs to the test: An engaging approach for developing students hypothesis testing skills. Teaching of Psychology.
  • Maras, K., Gamble, T., & Brosnan, M. (in press). Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: a classroom-based study. Autism.
  • Cheetham, T., Turner-Cobb, J. M., & Gamble, T. (2016). Childrens implicit understanding of the stress-illness link: testing development of health cognitions. British Journal of Health Psychology 21, 781-795.
  • Gamble, T., & May, J. (2016). Transitions in Interface Objects: Searching Databases. Advances in Human-Computer Interaction, 2016, 1-5.
  • Gamble, T., & Walker, I. (2016). Wearing a bicycle helmet can increase risk taking and sensation seeking in adults. Psychological Science, 27, 289-294.
  • Gamble, T., Walker, I., & Laketa, A. (2015). Bicycling campaigns promoting health versus campaigns promoting safety: A randomized controlled online study of dangerization'. Journal of Transport and Health, 2, 369-378.
  • May, J., & Gamble T. (2014). Collocating interface objects: zooming into maps. In: M. Jones, P. Palanque, A. Schmidt & T. Grossman (Eds), Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 2085-2094). New York: ACM.
  • Brosnan, M., Ashwin, C., & Gamble, T. (2013). Greater empathizing and reduced systemizing in people who show a jumping to conclusions bias in the general population: implications for psychosis. Psychosis, 5, 71-81.
  • Jones, C. R., Eiser, J. R., & Gamble, T. (2012). Assessing the impact of framing on the comparative favourability of nuclear power as an electricity generating option in the UK. Energy Policy, 41, 451-465.
  • Law, E. L., Gamble, T., & Schwarz, D. (2009). Gender and cultural differences in perceiving game characters of digital educational games. In: T. Gross, J. Gulliksen, P. Kotz, L. Oestreicher, P. Palanque, R. O. Prates & M. Winckler (Eds), Human-Computer Interaction INTERACT 2009 (pp. 149-153). Berlin: Springer.
  • Law, E. L., Gamble, T., Schwarz, D., Kickmeier-Rust, M. D., & Holzinger, A. (2009). A mixed-method approach on digital educational games for K12: gender, attitudes and performance. In: A. Holzinger & K. Miesenberger (Eds), HCI and Usability for e-Inclusion (pp. 42-54). Berlin: Springer.
  • Johnson, H., Johnson, P., Wild, P., May, J., & Gamble, T. (2001). Modelling multiple and collaborative tasks. In: J. Vanderdonckt, A. Blanford & A. Derycke (Eds), Joint AFIHM-BCS conference on Human-Computer Interaction: Interactions without frontiers: IHM-HCI 2001 Vol II (pp. 217). Toulouse: Cpadus-ditions.
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