| Drawn to distraction: A qualitative study of off-task use of educational technology J Aagaard Computers & Education 87, 90-97, 2015 | 286 | 2015 |
| Introducing postphenomenological research: A brief and selective sketch of phenomenological research methods J Aagaard International Journal of Qualitative Studies in Education 30 (6), 519-533, 2017 | 194 | 2017 |
| Digital akrasia: a qualitative study of phubbing J Aagaard Ai & Society 35, 237-244, 2020 | 154 | 2020 |
| Media multitasking, attention, and distraction: A critical discussion J Aagaard Phenomenology and the Cognitive Sciences 14, 885-896, 2015 | 109 | 2015 |
| Methods of materiality: Participant observation and qualitative research in psychology J Aagaard, N Matthiesen Qualitative Research in Psychology 13 (1), 33-46, 2016 | 95 | 2016 |
| Multitasking as distraction: A conceptual analysis of media multitasking research J Aagaard Theory & Psychology 29 (1), 87-99, 2019 | 93 | 2019 |
| Banning mobile phones from classrooms—An opportunity to advance understandings of technology addiction, distraction and cyberbullying N Selwyn, J Aagaard British journal of educational technology 52 (1), 8-19, 2021 | 83 | 2021 |
| Mobile devices, interaction, and distraction: a qualitative exploration of absent presence J Aagaard Ai & Society 31, 223-231, 2016 | 70 | 2016 |
| Breaking down barriers: The ambivalent nature of technologies in the classroom J Aagaard New Media & Society 19 (7), 1127-1143, 2017 | 64 | 2017 |
| Magnetic and multistable: Reinterpreting the affordances of educational technology J Aagaard International Journal of Educational Technology in Higher Education 15, 1-10, 2018 | 55 | 2018 |
| Beyond the rhetoric of tech addiction: Why we should be discussing tech habits instead (and how) J Aagaard Phenomenology and the Cognitive Sciences 20, 559-572, 2021 | 44 | 2021 |
| 4E cognition and the dogma of harmony J Aagaard Philosophical Psychology 34 (2), 165-181, 2021 | 35 | 2021 |
| Postphenomenological methodologies: New ways in mediating techno-human relationships C Adams, C Aydin, L Blond, M Funk, D Ihde, M Petersén, M Puech, T Röhl, ... Rowman & Littlefield, 2018 | 33 | 2018 |
| On the dynamics of Zoom fatigue J Aagaard Convergence 28 (6), 1878-1891, 2022 | 29 | 2022 |
| Troubling the troublemakers: Three challenges to post-qualitative inquiry J Aagaard International Review of Qualitative Research 15 (3), 311-325, 2022 | 19 | 2022 |
| ‘From a small click to an entire action’: Exploring students’ anti-distraction strategies J Aagaard Learning, Media and Technology 46 (3), 355-365, 2021 | 19 | 2021 |
| Curating the use of digital media in higher education: a case study KJ Herrmann, K Lindvig, J Aagaard Journal of Further and Higher Education 45 (3), 389-400, 2021 | 19 | 2021 |
| A postphenomenological method for HCI research MM Jensen, J Aagaard Proceedings of the 30th Australian Conference on Computer-Human Interaction …, 2018 | 18 | 2018 |
| Striving for experiential resonance: Critique, postcritique and phenomenology J Aagaard Qualitative Studies 5 (1), 37-37, 2018 | 12 | 2018 |
| An introduction to postphenomenological methodologies J Aagaard, JKB Friis, J Sorenson, OA Tafdrup, C Hasse Postphenomenological methodologies, xi-xxx, 2018 | 11 | 2018 |
Neil SelwynFaculty of Education, Monash University在 monash.edu 的电子邮件经过验证
