OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Computer Assisted Learning is 10. 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
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
The impact of risk and protective factors on online teaching experience in high school Italian teachers during the COVID‐19 pandemic	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
Effects of immersive virtual reality classrooms on students' academic achievement, motivation and cognitive load in science lessons	42
Factors impacting university students' online learning experiences during the COVID‐19 epidemic	42
Augmented reality assisted learning achievement, motivation, and creativity for children of low‐grade in primary school	39
If and how do 360° videos fit into education settings? Results from a scoping review of empirical research	36
The Community of Inquiry perspective on students' social presence, cognitive presence, and academic performance in online project‐based learning	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
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
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
Online engagement during COVID‐19: Role of agency on collaborative learning orientation and learning expectations	31
A systematic scoping review and textual narrative synthesis of physical and mixed‐reality simulation in pre‐service teacher training	31
Investigating the redundancy principle in immersive virtual reality environments: An eye‐tracking and EEG study	30
The prevalence and use of emerging technologies in STEAM education: A systematic review of the literature	29
The fear of big brother: The potential negative side‐effects of proctored exams	26
Investigating students' use of self‐assessments in higher education using learning analytics	26
Virtual reality application influences cognitive load‐mediated creativity components and creative performance in engineering design	26
Students and instructors perspective on blended synchronous learning in a Canadian graduate program	25
The development of artificial intelligence in education: A review in context	25
Immersive virtual reality for increasing presence and empathy	25
The pandemic semesters: Examining public opinion regarding online learning amidst COVID‐19	24
Investigating the value of immersive virtual reality tools for organizational training: An applied international study in the biotech industry	23
Effect of teacher autonomy support on the online self‐regulated learning of students during COVID‐19 in China: The chain mediating effect of parental autonomy support and students’ self‐eff	23
Analysing adaptive scaffolds that help students develop self‐regulated learning behaviours	23
Effects of regulatory focus on online learning engagement of high school students: The mediating role of self‐efficacy and academic emotions	23
Using eye movement modelling examples to guide visual attention and foster cognitive performance: A meta‐analysis	22
Virtual reality enhances safety training in the maritime industry: An organizational training experiment with a non‐WEIRD sample	22
Exploring the link between self‐regulated learning and learner behaviour in a massive open online course	22
The relationship between self‐assessment and performance in learning TPACK: Are self‐assessments a good way to support preservice teachers' learning?	22
Exploring age and gender differences of computational thinkers in primary school: A developmental perspective	21
Promoting student engagement in online collaborative writing through a student‐facing social learning analytics tool	21
Ameta‐analysison the effects of technology's functions and roles on students' mathematics achievement in K‐12 classrooms	21
Analysing interactions in online discussions through social network analysis	20
Exploring latent states of problem‐solving competence using hidden Markov model on process data	20
Discrepancy between language learners and teachers concerns about emergency remote teaching	19
Flipping writing metacognitive strategies and writing skills in an English as a foreign language collaborative writing context: a mixed‐methods study	19
Distance education amid a pandemic: Which psycho‐demographic variables affect students in higher education?	19
Characteristics of pedagogical change in integrating digital collaborative learning and their sustainability in a school culture: e‐CSAMR framework	19
Attention‐driven read‐aloud technology increases reading comprehension in children with reading disabilities	18
The influences of a virtual instructor's voice and appearance on learning from video lectures	18
Assessing the effectiveness of a game‐based phonics intervention for first and second grade English language learners in India: A randomized controlled trial	18
Effects of AR‐ and VR‐based wearables in teaching English: The application of an ARCS model‐based learning design to improve elementary school students' lea	18
A systematic review ofeye‐tracking‐basedresearch on animated multimedia learning	18
Comparing technology acceptance of K‐12 teachers with and without prior experience of learning management systems: A Covid‐19 pandemic study	18
Implementing an automated feedback program for a foreign language writing course: A learner‐centric study	18
To simplify or not? Facilitating English L2 users' comprehension and processing of open educational resources in English using text simplification	17
Animated pedagogical agents enhance learning outcomes and brain activity during learning	17
Online 3D gamification for teaching a human resource development course	17
Using WhatsApp increases language students' self‐motivation and achievement, and decreases learning anxiety: A self‐determination theory approach	17
Cultivating creative thinking in engineering student teams: Can a computer‐mediated virtual laboratory help?	17
Leveraging natural language processing to support automated assessment and feedback for student open responses in mathematics	17
In the nexus of integrity and surveillance: Proctoring (re)considered	17
Dissecting learning tactics in MOOC using ordered network analysis	17
Teaching Turkish‐Dutch kindergartners Dutch vocabulary with a social robot: Does the robot's use of Turkish translations benefit children's Dutch vocabulary learning?	17
Designing a novel teaching platform for AI: A case study in a Thai school context	16

Effects of community of inquiry, learning presence and mentor presence on K‐12 online learning outcomes	16
Effects of blended language learning on EFL learners' language performance: An activity theory approach	16
Effect of blended learning on student performance in K‐12 settings: A meta‐analysis	16
A systematic review of empirical research on learning with3Dprinting technology	16
Enhancing distance learning of science—Impacts of remote labs 2.0 on students' behavioural and cognitive engagement	16
The impact of a professional upskilling training programme on developing teachers' digital competence	16
Clustering sequential navigation patterns inmultiple‐sourcereading tasks with dynamic time warping method	16
Meta‐analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre‐K to grade 2	15
Digital skills critical for education: Video analysis of students' technology use in Norwegian secondary English classrooms	15
The moving learner: Object manipulation in virtual reality improves vocabulary learning	15
The effect ofGeoGebra software–supportedmathematics instruction on eighth‐grade students' conceptual understanding and retention	15
Trends and issues of social annotation in education: A systematic review from 2000 to 2020	15
Can video games change attitudes towards history? Results from a laboratory experiment measuring short‐ and long‐term effects	15
Online versus face‐to‐face cheating: The prevalence of cheating behaviours during the pandemic compared to the pre‐pandemic among Turkish University students	15
Understanding embodied immersion in technology‐enabled embodied learning environments	15
Do zoom meetings really help? A comparative analysis of synchronous and asynchronous online learning during Covid‐19 pandemic	15
Promoting the integration of technology in teaching: An analysis of the factors that increase the intention to use technologies among Italian teachers	15
Improving summary writing through formative feedback in a technology‐enhanced learning environment	15
Adoption of learning technologies in times of pandemic crisis	14
Effect of groups size on students' learning achievement, motivation, cognitive load, collaborative problem‐solving quality, and in‐class interaction in an introductory AI course	14
The effect of the modality principle to support learning with virtual reality: An eye‐tracking and electrodermal activity study	14
Supporting digitally enhanced learning through measurement in higher education: Development and validation of a university students' digital competence scale	14
Remote proctoring: Lessons learned from the COVID‐19 pandemic effect on the large scale on‐line assessment at Tel Aviv University	14
The interactive e‐book and video feedback in a multimedia learning environment: Influence on performance, cognitive, and motivational outcomes	14
Revealing the hidden structure of physiological states during metacognitive monitoring in collaborative learning	14
The role of rapid guessing and test‐taking persistence in modelling test‐taking engagement	14
Digital self‐control interventions for distracting media multitasking ‐ A systematic review	14
Tracing changes in teachers' professional learning network on Twitter: Comparison of teachers' social network structure and content of interaction before and during theCOVID‐19 pandemic	14
Connecting the dots – A literature review on learning analytics indicators from a learning design perspective	13
AI literacy curriculum and its relation to children's perceptions of robots and attitudes towards engineering and science: An intervention study in early childhood education	13
Analysing the role of a pedagogical agent in psychological and cognitive preparatory activities	13
Understanding topic duration in Twitter learning communities using data mining	13
Does the emotional design of scaffolds enhance learning and motivational outcomes in game‐based learning?	13
Effects of performance goal orientations on learning performance and in‐game performance in digital game‐based learning	13
Effects of a collaborative AR‐enhanced learning environment on learning gains and technology implementation beliefs: Evidence from a graduate teacher training course	13
Emotional and cognitive effects of learning with computer simulations and computer videogames	13
Multilevel analysis of the educational use of technology: Quantity and versatility of digital technology usage in Finnish basic education schools	13
Factors influencing Chinese undergraduate students' emotions in an online EFL learning context during the COVID pandemic	13
Coding energy knowledge in constructed responses with explainableNLPmodels	13
Automatic identification of knowledge‐transforming content in argument essays developed from multiple sources	13
Teacher‐created video instruction in the elementary classroom—Its impact on students and teachers	13
Dolos: Language‐agnostic plagiarism detection in source code	12
Examining effects of instructional strategies on student engagement in blended online courses	12
Students' abilities to evaluate the credibility of online texts: The role of internet‐specific epistemic justifications	12
Impact of anxiety and confidence in virtual reality‐mediated learning transferred to hands‐on tasks	12
Incidental vocabulary learning from captioned videos: Learners' prior vocabulary knowledge and working memory	12
Examining the structure of credibility evaluation when sixth graders read online texts	12
Digital reading in beginner readers: Advantage or disadvantage for comprehension of narrative and informational linear texts?	12
Do educational games affect students' achievement emotions? Evidence from a meta‐analysis	12
Digital‐first assessments: A security framework	11
More challenging or more achievable? The impacts of difficulty and dominant goal orientation in leaderboards within educational gamification	11
Individual differences in visuospatial working memory capacity influence the modality effect	11
On the necessity (or lack thereof) of digital proctoring: Drawbacks, perceptions, and alternatives	11
Realistic visualizations can aid transfer performance: Do distinctive shapes and descriptive labels contribute towards learning?	11
MOOC learners' time‐investment patterns and temporal‐learning characteristics	11
Text‐to‐speech applications to reduce mind wandering in students with dyslexia	11
Understanding the evolution of cognitive engagement with interaction levels in online learning environments: Insights from learning analytics and epistemic network analysis	11
An examination of the effectiveness of problem‐based learning method supported by augmented reality in science education	11
Panoramic video in education: A systematic literature review from 2011 to 2021	11
The didactic and pedagogical design of e‐learning in higher education: A systematic literature review	11
Expository multimedia comprehension in E‐learning: Presentation format, verbal ability and working memory capacity	10
A preliminary study on flipping an English as a foreign language collaborative writing course with video clips: Its impact on writing skills and writing motivation	10
Improving mobile learning in secondary mathematics and science: Listening to students	10
What should we evaluate when we use technology in education?	10
The transfer effects of computational thinking: A systematic review with meta‐analysis and qualitative synthesis	10
Re‐viewing performance: Showing eye‐tracking data as feedback to improve performance monitoring in a complex visual task	10
Promoting international high‐school students' Chinese language learning achievements and perceptions: A mind mapping‐based spherical video‐based virtual reality learning system in C	10
The impact of an online gamified approach embedded with self‐regulated learning support on students' reading performance and intrinsic motivation: A randomized controlled trial	10
Emotion regulation, e‐learning readiness, technology usage status, in‐class smartphone cyberloafing, and smartphone addiction in the time of COVID‐19 pandemic	10
Engage me: Learners' expectancies and teachers' efforts in designing effective online classes	10
Digital learning of English as a foreign language among university students: How are approaches to learning linked to digital competence and technostress?	10
Micro‐persistence and difficulty in a game‐based learning environment for computational thinking acquisition	10
Virtual academic conferences as learning spaces: Factors associated with the perceived value of purely virtual conferences	10
Facilitating learning in immersive virtual reality: Segmentation, summarizing, both or none?	10
Seductive details do their damage also in longer learning sessions – When the details are perceived as relevant	10
Students' expectations of Learning Analytics across Europe	10
How differently designed guidance influences simulation‐based inquiry learning in science education: A systematic review	10