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 2022-06-01 to 2026-06-01.)

Article	Citations
Aligning human values and educational technologies with value‐sensitive design	612
The changing ecologies of international students: Comparing internationalisation at a distance and internationalisation abroad	427
Viewing tailored nudges is correlated with improved mastery‐based assessment scores	361
Empowering active learning: A social annotation tool for improving student engagement	246
Investigating pedagogical agents' scaffolding of self‐regulated learning in relation to learners' subgoals	228
The impact of an academic counselling learning analytics tool: Evidence from 3 years of use	213
Assessing different implementation modalities of an EdTech intervention for lower‐primary learners: A difference‐in‐difference study in Sierra Leone	207
Multimodal learning analytics—In‐between student privacy and encroachment: A systematic review	206
Upgrading financial education by adding Python‐based personalized financial projection: A randomized control trial	164
The impact of GenAI ‐enabled coding hints on students' programming performance and cognitive load in an SRL	161
Chatbots in tertiary education: Exploring the impact of warm and competent avatars on self‐directed learning	146
Untangling complexity of competency evolution: Multi‐channel learning trajectories of score, engagement and problem‐solving efficiency	115
A topological exploration of convergence/divergence of human‐mediated and algorithmically mediated pedagogy	101
Digital technologies, algorithms and the changing topology of (teacher) education	96
Podcasts as pedagogy in higher education: A scoping review to map and advance the field	85
Beyond hard workout: A multimodal framework for personalised running training with immersive technologies	78
How do students' self‐regulation skills affect learning satisfaction and continuous intention within desktop‐based virtual reality? A structural equation modelling approach	75
Interactivity and identity impact learners' sense of agency in virtual reality field trips	73
Fostering low‐achieving students' productive disciplinary engagement through knowledge‐building inquiry and reflective assessment	72
BJET Editorial Spring 2025: Reporting on AIED research and ethical considerations	71
	69
Comparing video and virtual reality as tools for fostering interest and self‐efficacy in classroom management: Results of a pre‐registered experiment	69
Issue Information	69
BJET Editorial 2024: A call for research rigour	68
The role of generative AI in collaborative problem‐solving of authentic challenges	65

Metacognition meets AI : Empowering reflective writing with large language models	64
Lessons learned from the student dropout patterns on COVID ‐19 pandemic: An analysis supported by machine learning	64
Using virtual classroom simulations in a mathematics methods course to develop pre‐service primary mathematics teachers' noticing skills	63
Capturing self‐regulated learning processes in virtual reality: Causal sequencing of multimodal data	60
	56
	56
Assessing approaches to learning with nonparametric multidimensional scaling	55
The effectiveness of Tier 1 digital interventions for early reading: A meta‐analysis	54
Applying social cognition to feedback chatbots: Enhancing trustworthiness through politeness	53
What is the impact of a multi‐modal pedagogical conversational AI system on parents' concerns about technology use by young children?	53
Meeting the challenges of continuing education online courses: Can we promote self‐regulated learning strategies with adaptive support?	53
Teacher support, academic engagement and learning anxiety in online foreign language learning	52
Infusing educational technologies in the heart of the university—A systematic literature review from an organisational perspective	51
Testing a novel extended educational technology acceptance model using student attitudes towards virtual classrooms	51
Exploring the impact of VoiceBots on multimedia programming education among Ghanaian university students	50
Evaluating the use of BERT and Llama to analyse classroom dialogue for teachers' learning of dialogic pedagogy	48
Primary school teachers' classroom‐based e‐assessment practices: Insights from the theory of planned behaviour	48
Using causal models to bridge the divide between big data and educational theory	48
Issue Information	47
Assessing implicit computational thinking in game‐based learning: A logical puzzle game study	47
Human– AI collaborative learning in mixed reality: Examining the cognitive and socio‐emotional interactions	45
Effect of an AI‐based chatbot on students' learning performance in alternate reality game‐based museum learning	45
Examining students' attitudes and intentions towards using ChatGPT in higher education	45