Publications

Using the Reasoned Action Approach to predict students' misuse of generative artificial intelligence in the production of university assessments

Elliott Mark, McGroarty Allan, Anderson Muriel, Burns Niamh, Gill Julia, McLaughlin Emma, Findlay Kelly, Hamilton David, March Joshua, Butler Stephen

British Journal of Educational Studies (2026)

https://doi.org/10.1080/00071005.2026.2704595

Neurodivergent staff and students’ experiences of using Vevox

Jenkins Laura, King Allyson, Findlay Kelly, Maskew Kathryn, O'Connor Paddy, Savickaite Sarune, March Joshua

Advance HE Teaching and Learning Conference 2026 (2026)

Student-facing GenAI resources and first-year students’ self-reported use and deliberate non-use of GenAI in assessment

Findlay Kelly

Learning and Teaching Day 2026 @ Strathclyde (2026)

Feedback, emotion, and wellbeing : informing inclusive practice in psychology education

Findlay Kelly

Psychology Teaching Review (2026)

Social identities shape leadership presence

Findlay Kelly, Hussain Yasmeen

Shaping the Future of Women in Leadership Conference (2026)

Understanding the power dynamics affecting black and minority ethnic females in leadership roles

Hussain Yasmeen, Findlay Kellyanne

Women's Studies International Forum Vol 109 (2025)

https://doi.org/10.1016/j.wsif.2025.103066

More publications

Teaching

I lead the training and professional development programme for Graduate Teaching Assistants (GTAs) in Psychology, ensuring that new GTAs receive a comprehensive induction covering professionalism, effective teaching practice, high quality assessment and feedback, and the standards required for invigilation. In addition, I design and deliver a HaSS Faculty training session for postgraduate research students who teach, enabling consistency and good practice across disciplines.

My teaching at both undergraduate and Postgraduate Taught levels is grounded in my expertise in vision science, with a particular focus on visual perception and the visual system. I teach students how visual information is processed from the eye to the brain, highlighting not only the underlying neural mechanisms but also the points at which these processes can break down. In addition to this systems-level approach, I cover core topics in visual perception, including the developmental trajectory of perceptual abilities in early infancy, and disorders of perception such as Alice in Wonderland Syndrome and Charles Bonnet Syndrome.

Alongside my work in vision science, I contribute to teaching in biological psychology through sessions on sex and gender. This includes a critical examination of evidence from human and animal research, enabling students to evaluate claims regarding biological influences on sex differences in behaviour.

Research Interests

My pedagogical research interests include;

• use of technology in teaching, e.g. use of GenAI in Higher Education; effectiveness of polling apps in teaching;
• the impact of neurodivergence on learning and teaching;
• students' perceptions of success/failure;
• the impact of fear of failure / attitudes towards failure on student outcomes.

I am currently engaged in the following research projects:

• the utility of GenAI prompts to enable students to personalise the learning experience
• a qualitative investigation of the use of GenAI by neurodivergent people
• the impact of growth mindset on feelings of failure

My discipline-specific research focusses on depth perception, specifically binocular (stereoscopic) depth perception, and the functional impact of poor or absent stereoscopic depth perception.

Professional Activities

Embedding AI in teaching

Speaker

18/2/2026

Prelim to Exam: Psychology Teachers’ Network Event

Organiser

7/2/2026

Achieving high-quality and timely feedback in a large 1st year psychology module

Speaker

8/12/2025

From School and College to University: Contemporary Issues in Teaching Psychology

Organiser

4/11/2023

British Psychological Society Scottish Branch 2023 Postgraduate Conference

Organiser

25/8/2023

National Teaching Repository (Publisher)

Peer reviewer

22/8/2023

More professional activities

Projects

Framing autism-related support needs: peer perceptions and inclusive intentions in higher education

Findlay, Kelly (Principal Investigator)

This project examines how different ways of framing autism-related support needs influence university students’ perceptions of an autistic or neurodivergent peer. Using a vignette-based experimental design, the study compares brain-based, autism label, neurodivergent, and social model framings of the same group-work scenario. It explores whether these framings affect students’ sympathy, perceptions of competence and responsibility, views about the legitimacy and fairness of support needs, social distance, and willingness to engage in inclusive peer behaviours. The project aims to clarify how language and explanatory framing may shape everyday inclusion in higher education, particularly in collaborative learning contexts.

01-Jan-2026 - 30-Jan-2027

Beyond adoption: Task-Specific use and non-use of Generative Artificial Intelligence among neurotypical and neurodivergent students

Findlay, Kelly (Principal Investigator) Butler, Stephen (Co-investigator) March, Joshua (Co-investigator) Hamilton, David (Co-investigator) Elliott, Mark (Co-investigator) McGroarty, Allan (Co-investigator)

This research project examines how higher education students decide whether to use or avoid generative artificial intelligence for specific academic tasks. Rather than treating GenAI use as a general behaviour, the study focuses on task-level decision-making, exploring how factors such as assessment relevance, ambiguity, time pressure, writing demand, perceived usefulness, risk, trust, confidence, and clarity of guidance shape students’ willingness to use GenAI. The project also considers whether these decision processes differ between neurotypical and neurodivergent students, with the aim of informing more inclusive and responsible guidance around GenAI use in higher education.

01-Jan-2026 - 30-Jan-2027

Cue-based judgements of AI-generated text in autistic and allistic adults

Findlay, Kelly (Principal Investigator) March, Joshua (Co-investigator) Hamilton, David (Co-investigator) Elliott, Mark (Co-investigator) Butler, Stephen (Co-investigator) McGroarty, Allan (Co-investigator)

This project investigates how autistic and allistic adults judge whether academic texts have been written by a human or generated by ChatGPT. Rather than focusing only on accuracy, the study examines the cues participants use when making these judgements, including clarity, coherence, formulaic structure, naturalness, and authorial voice. Participants classify a set of human-written and AI-generated academic text extracts, rate their confidence, and evaluate each text on these cue dimensions. The project aims to understand whether different cue-use patterns help explain individual differences in AI-text detection, and whether autistic and allistic participants rely on these cues in different ways.

01-Jan-2026 - 30-Jan-2027

Personality, perceived acceptability, and students’ decisions to use generative artificial intelligence in higher education

Findlay, Kelly (Principal Investigator) Hamilton, David (Co-investigator) McGroarty, Allan (Co-investigator) March, Joshua (Co-investigator) Elliott, Mark (Co-investigator) Butler, Stephen (Co-investigator)

This research examines how higher education students make decisions about using generative artificial intelligence for different academic tasks. Using a scenario-based survey, the study explores whether Big Five personality traits are associated with students’ likelihood of using GenAI, and with their perceptions of usefulness, risk, trust, confidence, clarity of guidance, and acceptability. The research aims to provide a more nuanced understanding of student GenAI use by focusing on task-specific judgements rather than general use alone.

01-Jan-2026 - 30-Jan-2027

Supporting Responsible GenAI Use in Higher Education: A Pre-Post Evaluation of Student-Facing Guidance Resources

Findlay, Kelly (Principal Investigator) Keown, Sophie (Co-investigator) Elliott, Mark (Co-investigator) McGroarty, Allan (Co-investigator) Butler, Stephen (Co-investigator) March, Joshua (Co-investigator) Hamilton, David (Co-investigator) Thomson, Elizabeth (Co-investigator)

This project evaluates student-facing guidance designed to support responsible use of generative AI in higher education. Using a pre-post design, it examines whether a quick guide and reflective checklist improve students’ understanding of appropriate GenAI use, academic integrity expectations, confidence, intentions, and self-reported practices. The study also assesses how acceptable and useful students find the resources, drawing on the Theoretical Framework of Acceptability and the Theory of Planned Behaviour.

01-Jan-2026 - 30-Jan-2027

Using AI to support student success

Findlay, Kelly (Principal Investigator)

AI was used to generate examples for a newly introduced research proposal assessment. These AI-generated examples were then evaluated by students. This case study used AI to promote active student engagement, develop critical thinking skills, model academic integrity, and introduce students to AI tools that have the potential to create a more inclusive learning experience.

16-Jan-2023 - 15-Jan-2023

More projects