Research outputs
Selected research outputs
2026
Embedding Experiential Entrepreneurship
Greenley, N., Owens, J. D., Taylor, D. W., Round, G., & Hands, C. (2026). Embedding Experiential Entrepreneurship. In Cases on Experiential Learning in Higher Education for Economic Innovation and Growth (pp. 117-152). IGI Global. doi:10.4018/979-8-3373-6630-2.ch005
Navigating the University Transition: The Role of Social Media in Student Wellbeing and Adjustment
Cunningham-Bell, J. C., Ransley, S., Brar, S., Limniou, M., Raja, M., & Hands, C. (2026). Navigating the University Transition: The Role of Social Media in Student Wellbeing and Adjustment. Trends in Higher Education, 5(3), 54. doi:10.3390/higheredu5030054
AI or nay? How students balance the benefits and limitations of generative AI in higher education
Hands, C., Barton, C., Coulby, C., Qi Saw, Q., Farrell, A., Stevens, C., . . . Lindsay, R. (2026). AI or nay? How students balance the benefits and limitations of generative AI in higher education. Developing Academic Practice, 2026(Special), 115-128. doi:10.3828/dap.2026.16
Serious Video Games: Tools for Learning, Training and Health
Hands, C. (2026). Serious Video Games: Tools for Learning, Training and Health. Encyclopedia, 6(4). doi:10.3390/encyclopedia6040083
Cases on Experiential Learning in Higher Education for Cultivating Leadership, Connection, and Community
Taylor, D. W., Owens, J. D., Round, G., Greenley, N., & Hands, C. (2026). Cases on Experiential Learning in Higher Education for Cultivating Leadership, Connection, and Community. doi:10.4018/979-8-2600-2596-3
Preface
Hands, C. (2026). Preface. Cases on Experiential Learning in Higher Education for Cultivating Leadership Connection and Community, xix-xxvii.
Serious Video Games: Tools for Learning, Behaviour and Health
What’s really going on out there? Exploration of staff and student experiences of generative artificial intelligence at the University of Liverpool
Ellison, C., Coulby, C., Saunders, S., Lindsay, R., & Hands, C. (2025). What’s really going on out there? Exploration of staff and student experiences of generative artificial intelligence at the University of Liverpool. Perspectives: Policy and Practice in Higher Education, 1-11. doi:10.1080/13603108.2025.2505883
2025
Expectations and Reflections About Starting University-A Qualitative Focus Group Study with First- and Third-Year Psychology Students
Hands, C. A., Limniou, M., & Stevens, C. (2025). Expectations and Reflections About Starting University-A Qualitative Focus Group Study with First- and Third-Year Psychology Students. TRENDS IN HIGHER EDUCATION, 5(1), 21 pages. doi:10.3390/higheredu5010002
Still looking for new ways of promoting children’s mental health education through digital technologies: a systematic review
Xi, Y., Paracha, S., Hands, C., & Angelakis, I. (2025). Still looking for new ways of promoting children’s mental health education through digital technologies: a systematic review. Mental Health and Digital Technologies, 2(4), 351-373. doi:10.1108/mhdt-04-2025-0026
Reconceptualising Biggs' 3P Model: Introducing the 3P2T Framework for Dynamic Learning Environments
Expectations and Reflections About Starting University - A Qualitative Focus Group Study with First and Third-Year Psychology Students
Perspective Chapter: Toward Effective Ethical AI – Educating AI Robots through Machine Ethics Theories
Yue, X., Paracha, S., Hands, C., Angelakis, I., & Sun, R. (2025). Perspective Chapter: Toward Effective Ethical AI – Educating AI Robots through Machine Ethics Theories. In Current State and Future Perspective in Human-Robot Interaction. IntechOpen. doi:10.5772/intechopen.1009750
An Exploratory Study of First-Year Students’ Mental Health Support and Problematic Use of Social Media
Limniou, M., Raja, M., Donovan, M., & Hands, C. (2025). An Exploratory Study of First-Year Students’ Mental Health Support and Problematic Use of Social Media. Trends in Higher Education, 4(1), 9. doi:10.3390/higheredu4010009
Leveraging AI-Driven Feedback Tools to Enhance Teacher Performance in EMI Classrooms A Case Study in Sino-Foreign Universities
Liu, Y., Hands, C., & Liu, C. (2025). Leveraging AI-Driven Feedback Tools to Enhance Teacher Performance in EMI Classrooms A Case Study in Sino-Foreign Universities. In 2025 International Conference on Artificial Intelligence and Education Icaie 2025 (pp. 637-641). doi:10.1109/ICAIE64856.2025.11158158
2024
Digital Capabilities, Study Practices and COVID-19 Pandemic: A Case Study of Veterinary and Psychology Undergraduate Students in the UK
Varga-Atkins, T., Limniou, M., Hands, C., Durrani, Z., & Duret, D. (2024). Digital Capabilities, Study Practices and COVID-19 Pandemic: A Case Study of Veterinary and Psychology Undergraduate Students in the UK. In Encyclopedia of Covid Volumes 1 18 (Vol. 1-18, pp. 4869-4898).
2023
A Longitudinal Examination of Student Approaches to Learning and Metacognition
Hands, C., & Limniou, M. (2023). A Longitudinal Examination of Student Approaches to Learning and Metacognition. Journal of Higher Education Theory and Practice, 23(19), 125-150. doi:10.33423/jhetp.v23i19.6677
Why Science Qualifications Should be a Prerequisite for Psychology Degree Programs – A Case Study Analysis From a UK University
Hands, C., & Limniou, M. (2023). Why Science Qualifications Should be a Prerequisite for Psychology Degree Programs – A Case Study Analysis From a UK University. In High Impact Practices in Higher Education: International Perspectives (pp. 127-147). Emerald. doi:10.1108/s2055-364120230000051008
From ABC’s to 3P’s (and a couple of T’s): Exploring Factors Affecting Student Learning in Higher Education and the Need for an Updated Educational Framework
Hands, C. (2023, July 20). From ABC’s to 3P’s (and a couple of T’s): Exploring Factors Affecting Student Learning in Higher Education and the Need for an Updated Educational Framework.
Diversity of Strategies for Motivation in Learning (DSML)-A New Measure for Measuring Student Academic Motivation
Hands, C., & Limniou, M. (2023). Diversity of Strategies for Motivation in Learning (DSML)-A New Measure for Measuring Student Academic Motivation. BEHAVIORAL SCIENCES, 13(4), 18 pages. doi:10.3390/bs13040301
How Does Student Access to a Virtual Learning Environment (VLE) Change During Periods of Disruption?
Hands, C., & Limniou, M. (2023). How Does Student Access to a Virtual Learning Environment (VLE) Change During Periods of Disruption?. Journal of Higher Education Theory and Practice, 23(2), 18-34. doi:10.33423/jhetp.v23i2.5824
2022
Psychology Stress Busting Workshops video, submission for Alastair Pilkington Award
Donnellan, W., & Hands, C. (n.d.). Psychology Stress Busting Workshops video, submission for Alastair Pilkington Award. In Learning and Teaching Conference, 20th Annual Conference.
2021
Learning, Student Digital Capabilities and Academic Performance over the COVID-19 Pandemic
Limniou, M., Varga-Atkins, T., Hands, C., & Elshamaa, M. (2021). Learning, Student Digital Capabilities and Academic Performance over the COVID-19 Pandemic. Education Sciences, 11(7), 361. doi:10.3390/educsci11070361
Digital capabilities, study practices and COVID-19 pandemic: A case study of veterinary and psychology undergraduate students in the UK
Varga-Atkins, T., Limniou, M., Hands, C., Durrani, Z., & Duret, D. (2021). Digital capabilities, study practices and COVID-19 pandemic: A case study of veterinary and psychology undergraduate students in the UK. In Challenges and Opportunities of Online Learning (pp. 221-271).
2020
A STUDY FOR UNIVERSITY STUDENT DIGITAL CAPABILITIES, INDEPENDENT LEARNING AND THE COVID-19 LOCKDOWN PERIOD
Limniou, M., Durrani, Z., Hands, C., Duret, D., & Varga-Atkins, T. (2020). A STUDY FOR UNIVERSITY STUDENT DIGITAL CAPABILITIES, INDEPENDENT LEARNING AND THE COVID-19 LOCKDOWN PERIOD. In ICERI Proceedings Vol. 1 (pp. 706-713). IATED Academy. doi:10.21125/iceri.2020.0217
Comparisons between three disciplines regarding device usage in a lecture theatre, academic performance and learning
Limniou, M., Duret, D., & Hands, C. (2020). Comparisons between three disciplines regarding device usage in a lecture theatre, academic performance and learning. Higher Education Pedagogies, 5(1), 132-147. doi:10.1080/23752696.2020.1797522
2019
A critique of blended learning: Examples from an undergraduate psychology program
Limniou, M., & Hands, C. (2019). A critique of blended learning: Examples from an undergraduate psychology program. In 18th European Conference on e-Learning (ECEL 19). Copenhagen, Demark.
Use of devices in a lecture theatre, student behaviours and learning variables: An interdisciplinary study
Limniou, M., Duret, D., Treharne, R. E., & Hands, C. A. (2019). Use of devices in a lecture theatre, student behaviours and learning variables: An interdisciplinary study. In University of Liverpool Annual Learning and Teaching Conference. Liverpool.
2018
Metacognitive changes across a degree
Hands, C., & Limniou, M. (2018). Metacognitive changes across a degree. In University of Liverpool Annual Learning and Teaching Conference. Liverpool.
Updating the Motivated Strategies of Learning Questionnaire (MSLQ) for students in a digital age (DSML).
Hands, C., & Limniou, M. (2018). Updating the Motivated Strategies of Learning Questionnaire (MSLQ) for students in a digital age (DSML).. In Higher Education Academy Surveys Conference 2018: Insight for Enhancement. Leeds, UK.
Introducing Psychology Stress Busting Workshops
Donnellan, W., & Hands, C. (n.d.). Introducing Psychology Stress Busting Workshops. In Learning and Teaching Conference, 16th Annual Conference. University of Liverpool.
What can the tracking logs of a VLE tell us about student behaviours and their effects on course outcomes?
Hands, C., Limniou, M., & Lyons, M. (2018). What can the tracking logs of a VLE tell us about student behaviours and their effects on course outcomes?. In The 3rd Pedagogic Research Conference. Liverpool.
2017
Using the 'blend' effectively: Examining the value of providing online resources to students
Hands, C., Limniou, M., & Lyons, M. (2017). Using the 'blend' effectively: Examining the value of providing online resources to students. In Association for Learning Technology. Liverpool.
How much do subject specific A-level results contribute to first-year studies?
Hands, C., Limniou, M., & Lyons, M. (2017). How much do subject specific A-level results contribute to first-year studies?. In 14th University of Liverpool Learning and Teaching Conference. Liverpool, UK.
The Big Five, Learning Goals, Exam Preparedness, and Preference for Flipped Classroom Teaching: Evidence from a Large Psychology Undergraduate Cohort
Lyons, M., Limniou, M., Schermbrucker, I., Hands, C., & Downes, J. J. (2017). The Big Five, Learning Goals, Exam Preparedness, and Preference for Flipped Classroom Teaching: Evidence from a Large Psychology Undergraduate Cohort. PSYCHOLOGY LEARNING AND TEACHING-PLAT, 16(1), 36-46. doi:10.1177/1475725716680460
Online tests in the learning process: Strategy, examples, grades and challenges
Limniou, M., Tucci, S., Hands, C., & Downes, J. J. (2017). Online tests in the learning process: Strategy, examples, grades and challenges. In Focus on Educational Research Practices Challenges and Perspectives (pp. 1-23).