OOIR: Observatory of International Research

Papers

(The H4-Index of British Journal of Educational Technology is 36. 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 2020-11-01 to 2024-11-01.)

Article	Citations
An exploratory study on the emergency remote education experience of higher education students and teachers during the COVID‐19 pandemic	202
Student engagement in online learning in Latin American higher education during the COVID‐19 pandemic: A systematic review	166
Students’ experience of online learning during the COVID‐19 pandemic: A province‐wide survey study	128
Academia's responses to crisis: A bibliometric analysis of literature on online learning in higher education during COVID‐19	108
HoloLens and mobile augmented reality in medical and health science education: A randomised controlled trial	106
Teachers' trust in AI‐powered educational technology and a professional development program to improve it	98
Promoting students' learning achievement and self‐efficacy: A mobile chatbot approach for nursing training	96
Emergency education effects on teacher abilities and motivation to use digital technologies	82
How student perceptions about online learning difficulty influenced their satisfaction during Canada's Covid‐19 response	79
Practical and ethical challenges of large language models in education: A systematic scoping review	77
Peer feedback or peer feedforward? Enhancing students’ argumentative peer learning processes and outcomes	68
Do AI chatbots improve students learning outcomes? Evidence from a meta‐analysis	66
Technology integration for young children during COVID‐19: Towards future online teaching	65
Learning with technology during emergencies: A systematic review of K‐12 education	63
The post‐COVID‐19 future of digital learning in higher education: Views from educators, students, and other professionals in six countries	62
Extending the technology acceptance model of college learners' mobile‐assisted language learning by incorporating psychological constructs	61
Online exam proctoring technologies: Educational innovation or deterioration?	59
Exploring the effects of gamification pedagogy on children’s reading: A mixed‐method study on academic performance, reading‐related mentality and behaviors, and sustainability	57
From experiencing to expressing: A virtual reality approach to facilitating pupils’ descriptive paper writing performance and learning behavior engagement	56
COVID‐19 as the tipping point for integrating e‐assessment in higher education practices	55
Developing capabilities: Lifelong learning in the age of AI	54
The effectiveness of technology‐supported personalised learning in low‐ and middle‐income countries: A meta‐analysis	53
Theorising hybrid lifelong learning	52
Learning by explaining to oneself and a peer enhances learners’ theta and alpha oscillations while watching video lectures	47
Teachers' digital competence to assist students with functional diversity: Identification of factors through logistic regression methods	46

Never‐ending repetitiveness, sadness, loss, and “juggling with a blindfold on:” Lived experiences of Canadian college and university faculty members during the COVID‐19 pandemic	43
Robot programming versus block play in early childhood education: Effects on computational thinking, sequencing ability, and self‐regulation	42
Staying on target: A systematic literature review on learner‐facing learning analytics dashboards	42
The role of Informal Digital Learning of English in Korean and Swedish EFL learners’ communication behaviour	39
Inquiring tweets want to know: #Edchat supports for #RemoteTeaching during COVID‐19	39
Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context	38
The dynamic mix of heutagogy and technology: Preparing learners for lifelong learning	38
What influences student situational engagement in smart classrooms: Perception of the learning environment and students' motivation	38
Collaborative versus individual problem solving in computational thinking through programming: A meta‐analysis	36
Adapting educational practices in emergency remote education: Continuity and change from a student perspective	36
Situating presence within extended reality for teacher training: Validation of the extended Reality Presence Scale (XRPS) in preservice teacher use of immersive 360 video	36