OOIR: Observatory of International Research

Papers

(The H4-Index of British Journal of Educational Technology is 45. 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 2022-05-01 to 2026-05-01.)

Article	Citations
Aligning human values and educational technologies with value‐sensitive design	583
Empowering active learning: A social annotation tool for improving student engagement	412
Viewing tailored nudges is correlated with improved mastery‐based assessment scores	383
Upgrading financial education by adding Python‐based personalized financial projection: A randomized control trial	316
The changing ecologies of international students: Comparing internationalisation at a distance and internationalisation abroad	228
The impact of GenAI ‐enabled coding hints on students' programming performance and cognitive load in an SRL	212
Assessing different implementation modalities of an EdTech intervention for lower‐primary learners: A difference‐in‐difference study in Sierra Leone	203
The impact of an academic counselling learning analytics tool: Evidence from 3 years of use	202
Multimodal learning analytics—In‐between student privacy and encroachment: A systematic review	198
Chatbots in tertiary education: Exploring the impact of warm and competent avatars on self‐directed learning	158
Investigating pedagogical agents' scaffolding of self‐regulated learning in relation to learners' subgoals	152
The role of generative AI in collaborative problem‐solving of authentic challenges	137
Untangling complexity of competency evolution: Multi‐channel learning trajectories of score, engagement and problem‐solving efficiency	111
A topological exploration of convergence/divergence of human‐mediated and algorithmically mediated pedagogy	100
Digital technologies, algorithms and the changing topology of (teacher) education	91
Podcasts as pedagogy in higher education: A scoping review to map and advance the field	85
Lessons learned from the student dropout patterns on COVID ‐19 pandemic: An analysis supported by machine learning	77
How do students' self‐regulation skills affect learning satisfaction and continuous intention within desktop‐based virtual reality? A structural equation modelling approach	74
	73
Issue Information	68
BJET Editorial Spring 2025: Reporting on AIED research and ethical considerations	68
Beyond hard workout: A multimodal framework for personalised running training with immersive technologies	65
Comparing video and virtual reality as tools for fostering interest and self‐efficacy in classroom management: Results of a pre‐registered experiment	65
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	65
Interactivity and identity impact learners' sense of agency in virtual reality field trips	61

Metacognition meets AI : Empowering reflective writing with large language models	61
BJET Editorial 2024: A call for research rigour	61
Fostering low‐achieving students' productive disciplinary engagement through knowledge‐building inquiry and reflective assessment	60
	59
	59
Assessing approaches to learning with nonparametric multidimensional scaling	59
Infusing educational technologies in the heart of the university—A systematic literature review from an organisational perspective	58
Capturing self‐regulated learning processes in virtual reality: Causal sequencing of multimodal data	56
Teacher support, academic engagement and learning anxiety in online foreign language learning	55
What is the impact of a multi‐modal pedagogical conversational AI system on parents' concerns about technology use by young children?	54
Using virtual classroom simulations in a mathematics methods course to develop pre‐service primary mathematics teachers' noticing skills	53
Meeting the challenges of continuing education online courses: Can we promote self‐regulated learning strategies with adaptive support?	53
Applying social cognition to feedback chatbots: Enhancing trustworthiness through politeness	51
The effectiveness of Tier 1 digital interventions for early reading: A meta‐analysis	51
Testing a novel extended educational technology acceptance model using student attitudes towards virtual classrooms	51
Primary school teachers' classroom‐based e‐assessment practices: Insights from the theory of planned behaviour	49
Exploring the impact of VoiceBots on multimedia programming education among Ghanaian university students	49
Examining students' attitudes and intentions towards using ChatGPT in higher education	46
Promoting students' artwork appreciation: An experiential learning‐based virtual reality approach	46
Effect of an AI‐based chatbot on students' learning performance in alternate reality game‐based museum learning	45
Human– AI collaborative learning in mixed reality: Examining the cognitive and socio‐emotional interactions	45
Evaluating the use of BERT and Llama to analyse classroom dialogue for teachers' learning of dialogic pedagogy	45
Issue Information	45
Assessing implicit computational thinking in game‐based learning: A logical puzzle game study	45