OOIR: Observatory of International Research

Papers

(The TQCC of British Journal of Educational Technology is 16. 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 2021-05-01 to 2025-05-01.)

Article	Citations
Multimodal learning analytics—In‐between student privacy and encroachment: A systematic review	248
Appropriation of adaptive literacy games into the German elementary school classroom	210
Investigating pedagogical agents' scaffolding of self‐regulated learning in relation to learners' subgoals	208
The changing ecologies of international students: Comparing internationalisation at a distance and internationalisation abroad	176
Viewing tailored nudges is correlated with improved mastery‐based assessment scores	162
The impact of an academic counselling learning analytics tool: Evidence from 3 years of use	149
Identifying factors influencing study skills engagement and participation for online learners in higher education during COVID‐19	145
Upgrading financial education by adding Python‐based personalized financial projection: A randomized control trial	132
The impact of GenAI‐enabled coding hints on students' programming performance and cognitive load in an SRL‐based Python course	114
Empowering active learning: A social annotation tool for improving student engagement	104
Development and validation of an instrument to measure online assessment acceptance in higher education	96
A learning analytics approach towards understanding collaborative inquiry in a problem‐based learning environment	89
Collaborative versus individual problem solving in computational thinking through programming: A meta‐analysis	87
Exploring the reliability and its influencing factors of peer assessment in massive open online courses	82
Issue Information	77
	75
BJET Editorial 2024: A call for research rigour	74
Large qualitative sample and thematic analysis to redefine student dropout and retention strategy in open online education	74
Lessons learned from the student dropout patterns on COVID‐19 pandemic: An analysis supported by machine learning	71
Mediating worklife learning and the digitalisation of work	70
Students as digital multimodal text designers: A study of resources, affordances, and experiences	66
BJET Editorial Spring 2025: Reporting on AIED research and ethical considerations	66
Fostering low‐achieving students' productive disciplinary engagement through knowledge‐building inquiry and reflective assessment	64
	59
Comparing video and virtual reality as tools for fostering interest and self‐efficacy in classroom management: Results of a pre‐registered experiment	57

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	57
Interactivity and identity impact learners' sense of agency in virtual reality field trips	55
Promoting students' learning achievement and self‐efficacy: A mobile chatbot approach for nursing training	51
Emergency education effects on teacher abilities and motivation to use digital technologies	49
COVID‐19 as the tipping point for integrating e‐assessment in higher education practices	48
Remote vocational learning opportunities—A comparative eye‐tracking investigation of educational 2D videos versus 360° videos for car mechanics	48
How do students' self‐regulation skills affect learning satisfaction and continuous intention within desktop‐based virtual reality? A structural equation modelling approach	47
Beyond hard workout: A multimodal framework for personalised running training with immersive technologies	47
Using virtual classroom simulations in a mathematics methods course to develop pre‐service primary mathematics teachers' noticing skills	45
Meeting the challenges of continuing education online courses: Can we promote self‐regulated learning strategies with adaptive support?	44
Developing preservice teachers' understanding of computational thinking: A constructionist approach	44
Infusing educational technologies in the heart of the university—A systematic literature review from an organisational perspective	43
Teacher support, academic engagement and learning anxiety in online foreign language learning	42
Data privacy on the African continent: Opportunities, challenges and implications for learning analytics	42
Assessing approaches to learning with nonparametric multidimensional scaling	42
Technology integration for young children during COVID‐19: Towards future online teaching	41
What is the impact of a multi‐modal pedagogical conversational AI system on parents' concerns about technology use by young children?	41
Testing a novel extended educational technology acceptance model using student attitudes towards virtual classrooms	40
Applying social cognition to feedback chatbots: Enhancing trustworthiness through politeness	40
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The effectiveness of Tier 1 digital interventions for early reading: A meta‐analysis	39
Multimodal play: A threshold concept for early childhood curriculum?	39
Examining students' attitudes and intentions towards using ChatGPT in higher education	37
Assessing implicit computational thinking in game‐based learning: A logical puzzle game study	37
Capturing self‐regulated learning processes in virtual reality: Causal sequencing of multimodal data	37
Effect of an AI‐based chatbot on students' learning performance in alternate reality game‐based museum learning	36
Primary school teachers' classroom‐based e‐assessment practices: Insights from the theory of planned behaviour	35
Using causal models to bridge the divide between big data and educational theory	34
Requesting a commitment in school teachers to teach in unprecedented ways: The mediating role of teacher agency	34
Exploring the impact of VoiceBots on multimedia programming education among Ghanaian university students	34
Exploring digital transformation through pretend play in kindergarten	34
Promoting students' artwork appreciation: An experiential learning‐based virtual reality approach	34
Design and evaluation of a social and embodied multiplayer reading game to engage primary school learners in Namibia	32
Towards automated transcribing and coding of embodied teamwork communication through multimodal learning analytics	32
Student profiles based on in‐game performance and help‐seeking behaviours in an online mathematics game	32
‘It's extremely weird to understand UK culture when you don't live there and just study from abroad’: An empirical investigation of internationalisation at a distance perspectives	32
Evidence‐based multimodal learning analytics for feedback and reflection in collaborative learning	32
Evidence‐based learning analytics: Reusing and reapplying successful methods and techniques in real learning settings	31
	31
How does drawing influence the effectiveness of oral self‐explanation versus instructional explanation in video learning?	31
Algorithmic versus teacher‐led sequencing in a digital serious game and the development of second language reading fluency and accuracy	29
Unveiling cognitive processes in digital reading through behavioural cues: A hybrid intelligence (HI) approach	29
Development of a metacognitive regulation‐based collaborative programming system and its effects on students' learning achievements, computational thinking tendency and group metacognition	29
Video demonstrations can predict the intention to use digital learning technologies	28
The impact of the SMART program on cognitive and academic skills: A systematic review and meta‐analysis	28
Fostering complex professional skills with interactive simulation technology: A virtual reality‐based flipped learning approach	28
Analysing nontraditional students' ChatGPT interaction, engagement, self‐efficacy and performance: A mixed‐methods approach	27
Exploring Twitter as a social learning space for education scholars: An analysis of value‐added contributions to the #TPACK network	27
Providing tailored reflection instructions in collaborative learning using large language models	26

Adapting educational practices in emergency remote education: Continuity and change from a student perspective	26
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The effects of physical fidelity and task repetition on perceived task load and performance in the virtual reality‐based training simulation	26
Student engagement in online learning in Latin American higher education during the COVID‐19 pandemic: A systematic review	26
An experimental study on reading in high‐immersion virtual reality	26
A Competency Framework for AI Literacy: Variations by Different Learner Groups and an Implied Learning Pathway	25
Privacy risk quantification in education data using Markov model	24
Issue Information	24
The more the better? How excessive content and online interaction hinder the learning effectiveness of high‐quality MOOCs	24
Understanding higher education students' developing perceptions of geocapabilities through the creation of story maps with geographical information systems	24
Raising student engagement using digital nudges tailored to students' motivation and perceived ability levels	24
How to reflect more effectively in online video learning: Balancing processes and outcomes	23
Effects of immersive virtual reality cardiopulmonary resuscitation training on prospective kindergarten teachers' learning achievements, attitudes and self‐efficacy	23
Still a fallible tool? Revisiting effects of automated writing evaluation from activity theory perspective	23
Hybrid teaching intelligence: Lessons learned from an embodied mathematics learning experience	23
	22
The impact of social robots' presence and roles on children's performance in musical instrument practice	22
A human‐centred learning analytics approach for developing contextually scalable K‐12 teacher dashboards	22
“African magic” or “African science”: Issues of technology in African higher education	22
Developing capabilities: Lifelong learning in the age of AI	22
Meta‐analysis of the effect of 360‐degree videos on students' learning outcomes and non‐cognitive outcomes	22
Technology integration in higher education and student privacy beyond learning environments—A comparison of the UK and US perspective	22
Why do college students engage in in‐class media multitasking behaviours? A social learning perspective	22
Contextualizing privacy with wearable data in higher education	21
Comparing reusable, atomic feedback with classic feedback on a linear equations task using text mining and qualitative techniques	21
Learning analytics and assessment: Emerging research trends, promises and future opportunities	21
Learners' interaction patterns in asynchronous online discussions: An integration of the social and cognitive interactions	21
Driving is believing: Using telepresence robots to access makerspace for teachers in rural areas	20
Issue Information	20
Technology addiction, abduction and adoption in higher education: Bird's eye view of the ICT4AD policy in Ghana 20 years on	20
Issue Information	19
Beyond item analysis: Connecting student behaviour and performance using e‐assessment logs	19
Exploring homeplace as a nexus of learning and socially reproductive labour: A feminist perspective on internationalisation at a distance	19
The pedagogical makerspace: Learning opportunity and challenge for prospective teachers' growth of TPACK	19
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Educational apps and learning: Current evidence on design and evaluation	19
What influences student situational engagement in smart classrooms: Perception of the learning environment and students' motivation	19
Issue Information	18
Long‐term effects of an online math tool on U.S. adolescents' achievement	18
Design and validation of a conceptual model for children's continuance intention to use video apps	18
Leveraging cultural forms in human‐centred learning analytics design	18
Do help options facilitate computer‐based L2 listening comprehension? Evidence from an activity theory perspective	18
Issue Information	18
Issue Information	18
Improving students' inquiry learning in web‐based environments by providing structure: Does the teacher matter or platform matter?	17
Vulnerable student digital well‐being in AI‐powered educational decision support systems (AI‐EDSS) in higher education	17
GeoSolvAR: Scaffolding spatial perspective‐taking ability of middle‐school students using AR‐enhanced inquiry learning environment	17
Teachers' digital initiatives to bridge students' in‐class and out‐of‐class language learning and the influencing factors	17
The quest to cultivate an ecocritical awareness in educational technology scholarship: A question of disciplinary focus in the age of environmental crisis	17
Issue Information	17
Towards integrating quality in theoretical models of acceptance: An extended proposed model applied to e‐learning services	17
AI and English language teaching: Affordances and challenges	17
The information won't just sink in: Helping teachers provide technology‐assisted data literacy instruction in social studies	17
Adult learning in online communities of practice: A systematic review	16
Influential factors on e‐learning adoption of university students with disability: Effects of type of disability	16
Collaborative Cell Groups: Bridging separation in the Community of Inquiry in a context of Internationalization at a Distance	16
Co‐designing enduring learning analytics prediction and support tools in undergraduate biology courses	16
Collaborative dialogue patterns of pair programming and their impact on programming self‐efficacy and coding performance	16
A question, observation, and organisation‐based SVVR approach to enhancing students' presentation performance, classroom engagement, and technology acceptance in a cultural course	16