OOIR: Observatory of International Research

Papers

(The TQCC of British Journal of Educational Technology is 24. 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
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
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
Student profiles based on in‐game performance and help‐seeking behaviours in an online mathematics game	50
Requesting a commitment in school teachers to teach in unprecedented ways: The mediating role of teacher agency	50
Design and evaluation of a social and embodied multiplayer reading game to engage primary school learners in Namibia	49
Towards automated transcribing and coding of embodied teamwork communication through multimodal learning analytics	48
‘It's extremely weird to understand UK culture when you don't live there and just study from abroad’: An empirical investigation of internationalisat	48
Evidence‐based multimodal learning analytics for feedback and reflection in collaborative learning	47
Design‐based implementation research for digitally enabled education reform: Teacher professional development in Tanzania	46
Exploring Twitter as a social learning space for education scholars: An analysis of value‐added contributions to the # TPACK network	45
Evidence‐based learning analytics: Reusing and reapplying successful methods and techniques in real learning settings	45
The effects of physical fidelity and task repetition on perceived task load and performance in the virtual reality‐based training simulation	44
Will, Skill, Not Tool: Chinese university students' acceptance of generative AI for academic writing in informal English medium instruction settings	42
How does drawing influence the effectiveness of oral self‐explanation versus instructional explanation in video learning?	41
Fostering complex professional skills with interactive simulation technology: A virtual reality‐based flipped learning approach	41
An experimental study on reading in high‐immersion virtual reality	41
Video demonstrations can predict the intention to use digital learning technologies	41
Genes in 3D : The impact of virtual reality on biology students' performance and perceptions	41
Analysing nontraditional students' ChatGPT interaction, engagement, self‐efficacy and performance: A mixed‐methods approach	40
Development of a metacognitive regulation‐based collaborative programming system and its effects on students' learning achievements, computational thinking tendency and group metacognition	40
Unveiling cognitive processes in digital reading through behavioural cues: A hybrid intelligence ( HI ) approach	40
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Providing tailored reflection instructions in collaborative learning using large language models	38
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The more the better? How excessive content and online interaction hinder the learning effectiveness of high‐quality MOOCs	37
Issue Information	36
Issue Information	35
A Competency Framework for AI Literacy: Variations by Different Learner Groups and an Implied Learning Pathway	34
Meta‐analysis of the effect of 360‐degree videos on students' learning outcomes and non‐cognitive outcomes	34

A human‐centred learning analytics approach for developing contextually scalable K‐12 teacher dashboards	34
Still a fallible tool? Revisiting effects of automated writing evaluation from activity theory perspective	34
Why do college students engage in in‐class media multitasking behaviours? A social learning perspective	34
Hybrid teaching intelligence: Lessons learned from an embodied mathematics learning experience	34
Collaborative learning with tablets: Analysing students' meaning making of 3D body models in upper secondary education	33
Correcting automatically generated closed captions for online learning materials does not improve student learning outcomes (although students believe it does)	33
Technology integration in higher education and student privacy beyond learning environments—A comparison of the UK	33
Contextualizing privacy with wearable data in higher education	33
“African magic” or “African science”: Issues of technology in African higher education	33
Beyond item analysis: Connecting student behaviour and performance using e‐assessment logs	32
Comparing reusable, atomic feedback with classic feedback on a linear equations task using text mining and qualitative techniques	32
The pedagogical makerspace: Learning opportunity and challenge for prospective teachers' growth of TPACK	32
Learning analytics and assessment: Emerging research trends, promises and future opportunities	32
Technology addiction, abduction and adoption in higher education: Bird's eye view of the ICT4AD policy in Ghana 20 years on	31
The impact of social robots' presence and roles on children's performance in musical instrument practice	31
Issue Information	30
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Educational apps and learning: Current evidence on design and evaluation	29
Issue Information	29
Design and validation of a conceptual model for children's continuance intention to use video apps	29
Collaborative co‐design in action: Reimagining teacher professional development for crisis‐affected contexts	28
Issue Information	28
EdTech implementation research in low‐ and middle‐income countries	28
	28
Enhancing self‐directed learning and Python mastery through integration of a large language model and learning analytics dashboard	27
Exploring homeplace as a nexus of learning and socially reproductive labour: A feminist perspective on internationalisation at a distance	27
Leveraging cultural forms in human‐centred learning analytics design	27
Teachers' digital initiatives to bridge students' in‐class and out‐of‐class language learning and the influencing factors	27
Long‐term effects of an online math tool on U.S. adolescents' achievement	27
Do help options facilitate computer‐based L2 listening comprehension? Evidence from an activity theory perspective	27
Vulnerable student digital well‐being in AI ‐powered educational decision support systems ( AI ‐	26
Students' use patterns of generative artificial intelligence during problem‐solving in an intelligent learning system: Achievement goal orientation matters	26
AI and English language teaching: Affordances and challenges	26
Co‐designing enduring learning analytics prediction and support tools in undergraduate biology courses	25
Step‐by‐step towards understanding artificial intelligence: A scaffolded learning progression for young learners	25
Issue Information	25
The quest to cultivate an ecocritical awareness in educational technology scholarship: A question of disciplinary focus in the age of environmental crisis	25
Children's Conceptions of AI , Ethics and Intelligence in China: Evidence from Drawing and Ranking Activities	24
Empowering student self‐regulated learning and science education through ChatGPT : A pioneering pilot study	24
Practical and ethical challenges of large language models in education: A systematic scoping review	24
Collaborative Cell Groups: Bridging separation in the Community of Inquiry in a context of Internationalization at a Distance	24
Collaborative dialogue patterns of pair programming and their impact on programming self‐efficacy and coding performance	24
GeoSolvAR : Scaffolding spatial perspective‐taking ability of middle‐school students using AR ‐enhanced inquiry learni	24
Adaptive or adapted to: Sequence and reflexive thematic analysis to understand learners' self‐regulated learning in an adaptive learning analytics dashboard	24
What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level	24