OOIR: Observatory of International Research

Papers

(The H4-Index of Computers & Education is 61. 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 2021-10-01 to 2025-10-01.)

Article	Citations
A three-phase professional development approach to improving robotics pedagogical knowledge and computational thinking attitude of early childhood teachers	315
Developing an AI-based chatbot for practicing responsive teaching in mathematics	271
Investigating co-teaching presence and its impact on student engagement: A mixed-method study on the blended synchronous classroom	209
Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the middle east	203
The strength and direction of the difficulty adaptation affect situational interest in game-based learning	196
Enhancing teacher collaboration for technology integration: the impact of transformational leadership	193
Using 360-degree video to explore teachers' professional noticing	159
Profiles of ICT identity and their associations with female high school students’ intention to study and work in ICT: A mixed-methods approach	159
Utilizing virtual reality to assist social competence education and social support for children from under-represented backgrounds	153
Developing a plugged-in class observation protocol in high-school blended STEM classes: Student engagement, teacher behaviors and student-teacher interaction patterns	137
Online peer feedback via Moodle forum: Implications for longitudinal feedback design and feedback quality	137
Exploring interactive behaviours of urban and rural teachers in blended synchronous classrooms: Insights from a proposed interaction analysis framework	133
From experience to empathy: An empathetic VR-based learning approach to improving EFL learners’ empathy and writing performance	132
Artificial intelligence for teaching and learning in schools: The need for pedagogical intelligence	129
Coding in the cot? Factors influencing 0–17s’ experiences with technology and coding in the United Kingdom	128
Investigating effects of computer-mediated feedback on L2 vocabulary learning	123
Relations between academic boredom, academic achievement, ICT use, and teacher enthusiasm among adolescents	121
Information and digital technology-assisted interventions to improve intercultural competence: A meta-analytical review	118
Two decades of game concepts in digital learning environments – A bibliometric study and research agenda	116
Editorial Board	115
Grade-based similarity prevails in online course forums at scale	110
Team interactions with learning analytics dashboards	103
Associations of different types of informal teacher learning with teachers’ technology integration intention	97
Attitude and peer norm predict how students use lecture recordings	97
Editorial Board	96

Should educators be concerned? The impact of short videos on rational thinking and learning: A comparative analysis	95
Learner Autonomy and Mode Selection in Dual-Mode Chatbot: Students’ Interaction Patterns and Learning Outcomes in an Online Course	94
An epistemic curiosity-evoking model for immersive virtual reality narrative reading: User experience and the interaction among epistemic curiosity, transportation, and attitudinal learning	93
What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information	92
Guiding student learning in video lectures: Effects of instructors’ emotional expressions and visual cues	88
Preparing preservice teachers to teach with digital technologies: An update of effective SQD-strategies	85
Media comparison studies dominate comparative research on augmented reality in education	84
Classroom management competency enhancement for student teachers using a fully immersive virtual classroom	84
Assessing digital self-efficacy: Review and scale development	83
Self-regulated learning and technological integration competency: A multilevel latent profile analysis of preschool teachers	82
Pre-class video watching fosters achievement and knowledge retention in a flipped classroom	81
Quality over frequency in using digital technology: Measuring the experienced functional use	79
How instructional context can impact learning with educational technology: Lessons from a study with a digital learning game	77
Editorial Board	76
Formation mechanism of popular courses on MOOC platforms: A configurational approach	75
Offline and online user experience of gamified robotics for introducing computational thinking: Comparing engagement, game mechanics and coding motivation	75
Effects of integrating self-regulation scaffolding supported by chatbot and online collaborative reflection on students’ learning in an artificial intelligence course	73
Cultural implications in the acceptability of game-based learning	73
Peer assessment methodology of open-ended assignments: Insights from a two-year case study within a university course using novel open source system	71
Student- versus teacher-generated explanations for answers to online multiple-choice questions: What are the differences?	71
Prompting in-depth learning in immersive virtual reality: Impact of an elaboration prompt on developing a mental model	70
Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study	70
Impact of smart classrooms combined with student-centered pedagogies on rural students’ learning outcomes: Pedagogy and duration as moderator variables	68
From dual digitalization to digital learning space: Exploring the digital transformation of higher education	68
Application of cluster analysis to identify different reader groups through their engagement with a digital reading supplement	68
Mastery experiences in immersive virtual reality promote pro-environmental waste-sorting behavior	68
Identity profile of young people experiencing a sense of risk on the internet: A data mining application of decision tree with CHAID algorithm	67
A review study on eye-tracking technology usage in immersive virtual reality learning environments	67
Open Data Interface (ODI) for secondary school education	67
Editorial Board	66
Technological support to foster students’ artificial intelligence ethics: An augmented reality-based contextualized dilemma discussion approach	66
Corrigendum to “Factors influencing students’ perceived impact of learning and satisfaction in Computer Supported Collaborative Learning” [Computers & Education 174 (2021) 104310]	64
Innovative ongoing support within a multifaceted computational thinking professional learning program improves teachers’ self-efficacy and classroom practices	63
Using sequence mining to study students’ calculator use, problem solving, and mathematics achievement in the National Assessment of Educational Progress (NAEP)	63
Bridging the knowledge-skill gap: The role of large language model and critical thinking in education	63
Validating a computational thinking concepts test for primary education using item response theory: An analysis of students’ responses	63
Analysis and discovery of procrastination patterns in a language learning MOOC	61
The role of teachable agents’ personality traits on student-AI interactions and math learning	61