OOIR: Observatory of International Research

Papers

(The H4-Index of British Journal of Educational Technology is 43. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2022-01-01 to 2026-01-01.)

Article	Citations
Chatbots in tertiary education: Exploring the impact of warm and competent avatars on self‐directed learning	456
Aligning human values and educational technologies with value‐sensitive design	339
Development and validation of an instrument to measure online assessment acceptance in higher education	317
Upgrading financial education by adding Python‐based personalized financial projection: A randomized control trial	268
Viewing tailored nudges is correlated with improved mastery‐based assessment scores	161
The impact of an academic counselling learning analytics tool: Evidence from 3 years of use	160
The changing ecologies of international students: Comparing internationalisation at a distance and internationalisation abroad	159
Empowering active learning: A social annotation tool for improving student engagement	158
A learning analytics approach towards understanding collaborative inquiry in a problem‐based learning environment	150
The impact of GenAI ‐enabled coding hints on students' programming performance and cognitive load in an SRL	144
Investigating pedagogical agents' scaffolding of self‐regulated learning in relation to learners' subgoals	144
Identifying factors influencing study skills engagement and participation for online learners in higher education during COVID‐19	126
Multimodal learning analytics—In‐between student privacy and encroachment: A systematic review	124
A topological exploration of convergence/divergence of human‐mediated and algorithmically mediated pedagogy	114
Untangling complexity of competency evolution: Multi‐channel learning trajectories of score, engagement and problem‐solving efficiency	108
Issue Information	92
Podcasts as pedagogy in higher education: A scoping review to map and advance the field	87
BJET Editorial 2024: A call for research rigour	83
Metacognition meets AI : Empowering reflective writing with large language models	83
How do students' self‐regulation skills affect learning satisfaction and continuous intention within desktop‐based virtual reality? A structural equation modelling approach	77
Interactivity and identity impact learners' sense of agency in virtual reality field trips	76
Lessons learned from the student dropout patterns on COVID ‐19 pandemic: An analysis supported by machine learning	75
Beyond hard workout: A multimodal framework for personalised running training with immersive technologies	73
For to all those who have, will more be given? Evidence from the adoption of the SELFIE tool for the digital capacity of schools in Spain	64
	59

The role of generative AI in collaborative problem‐solving of authentic challenges	58
Fostering low‐achieving students' productive disciplinary engagement through knowledge‐building inquiry and reflective assessment	57
BJET Editorial Spring 2025: Reporting on AIED research and ethical considerations	56
Assessing approaches to learning with nonparametric multidimensional scaling	55
Comparing video and virtual reality as tools for fostering interest and self‐efficacy in classroom management: Results of a pre‐registered experiment	55
	54
	53
Using virtual classroom simulations in a mathematics methods course to develop pre‐service primary mathematics teachers' noticing skills	50
What is the impact of a multi‐modal pedagogical conversational AI system on parents' concerns about technology use by young children?	50
Teacher support, academic engagement and learning anxiety in online foreign language learning	49
Infusing educational technologies in the heart of the university—A systematic literature review from an organisational perspective	47
Data privacy on the African continent: Opportunities, challenges and implications for learning analytics	47
The effectiveness of Tier 1 digital interventions for early reading: A meta‐analysis	47
Meeting the challenges of continuing education online courses: Can we promote self‐regulated learning strategies with adaptive support?	45
Applying social cognition to feedback chatbots: Enhancing trustworthiness through politeness	45
Testing a novel extended educational technology acceptance model using student attitudes towards virtual classrooms	44
Capturing self‐regulated learning processes in virtual reality: Causal sequencing of multimodal data	44
Using causal models to bridge the divide between big data and educational theory	43