OOIR: Observatory of International Research

Papers

(The H4-Index of British Journal of Educational Technology is 50. 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 2022-08-01 to 2026-08-01.)

Article	Citations
Aligning human values and educational technologies with value‐sensitive design	749
The changing ecologies of international students: Comparing internationalisation at a distance and internationalisation abroad	541
Assessing different implementation modalities of an EdTech intervention for lower‐primary learners: A difference‐in‐difference study in Sierra Leone	469
Upgrading financial education by adding Python‐based personalized financial projection: A randomized control trial	297
Investigating pedagogical agents' scaffolding of self‐regulated learning in relation to learners' subgoals	282
Empowering active learning: A social annotation tool for improving student engagement	253
The impact of an academic counselling learning analytics tool: Evidence from 3 years of use	248
The impact of GenAI ‐enabled coding hints on students' programming performance and cognitive load in an SRL	230
Chatbots in tertiary education: Exploring the impact of warm and competent avatars on self‐directed learning	198
Viewing tailored nudges is correlated with improved mastery‐based assessment scores	188
Multimodal learning analytics—In‐between student privacy and encroachment: A systematic review	177
Untangling complexity of competency evolution: Multi‐channel learning trajectories of score, engagement and problem‐solving efficiency	125
Digital technologies, algorithms and the changing topology of (teacher) education	118
Podcasts as pedagogy in higher education: A scoping review to map and advance the field	106
Beyond hard workout: A multimodal framework for personalised running training with immersive technologies	102
Fostering low‐achieving students' productive disciplinary engagement through knowledge‐building inquiry and reflective assessment	99
BJET Editorial Spring 2025: Reporting on AIED research and ethical considerations	98
Issue Information	96
A topological exploration of convergence/divergence of human‐mediated and algorithmically mediated pedagogy	94
The role of generative AI in collaborative problem‐solving of authentic challenges	94
Lessons learned from the student dropout patterns on COVID ‐19 pandemic: An analysis supported by machine learning	91
	90
BJET Editorial 2024: A call for research rigour	89
Metacognition meets AI : Empowering reflective writing with large language models	84
Interactivity and identity impact learners' sense of agency in virtual reality field trips	81

How do students' self‐regulation skills affect learning satisfaction and continuous intention within desktop‐based virtual reality? A structural equation modelling approach	71
Teacher support, academic engagement and learning anxiety in online foreign language learning	69
What is the impact of a multi‐modal pedagogical conversational AI system on parents' concerns about technology use by young children?	66
	66
Assessing approaches to learning with nonparametric multidimensional scaling	66
	65
Meeting the challenges of continuing education online courses: Can we promote self‐regulated learning strategies with adaptive support?	64
The effectiveness of Tier 1 digital interventions for early reading: A meta‐analysis	64
Infusing educational technologies in the heart of the university—A systematic literature review from an organisational perspective	62
Capturing self‐regulated learning processes in virtual reality: Causal sequencing of multimodal data	61
Applying social cognition to feedback chatbots: Enhancing trustworthiness through politeness	59
Testing a novel extended educational technology acceptance model using student attitudes towards virtual classrooms	59
Using virtual classroom simulations in a mathematics methods course to develop pre‐service primary mathematics teachers' noticing skills	58
Using causal models to bridge the divide between big data and educational theory	57
Issue Information	57
Assessing implicit computational thinking in game‐based learning: A logical puzzle game study	55
Evaluating the use of BERT and Llama to analyse classroom dialogue for teachers' learning of dialogic pedagogy	54
Promoting students' artwork appreciation: An experiential learning‐based virtual reality approach	53
Human– AI collaborative learning in mixed reality: Examining the cognitive and socio‐emotional interactions	52
Primary school teachers' classroom‐based e‐assessment practices: Insights from the theory of planned behaviour	52
Effect of an AI‐based chatbot on students' learning performance in alternate reality game‐based museum learning	52
Exploring the impact of VoiceBots on multimedia programming education among Ghanaian university students	52
Examining students' attitudes and intentions towards using ChatGPT in higher education	52
Requesting a commitment in school teachers to teach in unprecedented ways: The mediating role of teacher agency	50
Student profiles based on in‐game performance and help‐seeking behaviours in an online mathematics game	50