OOIR: Observatory of International Research

Papers

(The H4-Index of Journal of Computer Assisted Learning is 31. 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
Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning	233
Virtual reality in K‐12 and higher education: A systematic review of the literature from 2000 to 2019	130
The impact of augmented reality on cognitive load and performance: A systematic review	101
Motivation, engagement, and performance across multiple virtual reality sessions and levels of immersion	86
Artificial intelligence in educational assessment: ‘Breakthrough? Or buncombe and ballyhoo?’	69
The impact of risk and protective factors on online teaching experience in high school Italian teachers during the COVID‐19 pandemic	64
Evaluating the effectiveness of blended learning using the ARCS model	64
Virtual reality in problem‐based learning contexts: Effects on the problem‐solving performance, vocabulary acquisition and motivation of English language learners	64
Higher education students' experiences and opinion about distance learning during the Covid‐19 pandemic	60
The role of digital informal learning in the relationship between students' digital competence and academic engagement during the COVID‐19 pandemic	51
Enhancing learning engagement during COVID‐19 pandemic: Self‐efficacy in time management, technology use, and online learning environments	50
Investigating the mediating role of online learning motivation in the COVID‐19 pandemic situation in Bangladesh	48
Platform is not destiny: Embodied learning effects comparing 2D desktop to 3D virtual reality STEM experiences	46
Effectiveness of automated writing evaluation systems in school settings: A systematic review of studies from 2000 to 2020	45
Which way of design programming activities is more effective to promote K‐12 students' computational thinking skills? A meta‐analysis	43
Using metacognitive prompts to enhance self‐regulated learning and learning outcomes: A meta‐analysis of experimental studies in computer‐based learning environments	43
Factors impacting university students' online learning experiences during the COVID‐19 epidemic	42
Effects of immersive virtual reality classrooms on students' academic achievement, motivation and cognitive load in science lessons	42
Augmented reality assisted learning achievement, motivation, and creativity for children of low‐grade in primary school	39
The Community of Inquiry perspective on students' social presence, cognitive presence, and academic performance in online project‐based learning	36
If and how do 360° videos fit into education settings? Results from a scoping review of empirical research	36
A systematic review of academic dishonesty in online learning environments	35
The effects of an augmented reality based magnetic experimental tool on students' knowledge improvement and cognitive load	35
Academic dishonesty and trustworthy assessment in online learning: A systematic literature review	34
Augmented reality technology in language learning: Ameta‐analysis	33

The structure of student engagement in online learning: A bi‐factor exploratory structural equation modelling approach	33
Instructional mechanisms in immersive virtual reality serious games: Earthquake emergency training for children	32
Challenges and opportunities of multimodal data in human learning: The computer science students' perspective	32
Effects of digital games on student motivation in mathematics: A meta‐analysis in K‐12	32
Exploring students' cognitive and affective states during problem solving through multimodal data: Lessons learned from a programming activity	32
A systematic scoping review and textual narrative synthesis of physical and mixed‐reality simulation in pre‐service teacher training	31
Online engagement during COVID‐19: Role of agency on collaborative learning orientation and learning expectations	31