OOIR: Observatory of International Research

Papers

(The H4-Index of Computers & Education is 58. 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
Editorial Board	502
Innovating diagnostic learning: How generative AI explanation styles influence cognitive load and confidence calibration in medical students	405
Online peer feedback via Moodle forum: Implications for longitudinal feedback design and feedback quality	400
Profiles of ICT identity and their associations with female high school students’ intention to study and work in ICT: A mixed-methods approach	368
Digital innovations in teacher recruitment: An experimental study	316
Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the middle east	308
Exploring interactive behaviours of urban and rural teachers in blended synchronous classrooms: Insights from a proposed interaction analysis framework	242
Utilizing virtual reality to assist social competence education and social support for children from under-represented backgrounds	236
Investigating co-teaching presence and its impact on student engagement: A mixed-method study on the blended synchronous classroom	228
Fostering scientific inquiry with hybrid intelligence: A semester-long experiment on knowledge acquisition in the science classroom	194
A three-phase professional development approach to improving robotics pedagogical knowledge and computational thinking attitude of early childhood teachers	193
Enhancing teacher collaboration for technology integration: the impact of transformational leadership	174
From experience to empathy: An empathetic VR-based learning approach to improving EFL learners’ empathy and writing performance	165
The strength and direction of the difficulty adaptation affect situational interest in game-based learning	161
Developing an AI-based chatbot for practicing responsive teaching in mathematics	153
Artificial intelligence for teaching and learning in schools: The need for pedagogical intelligence	144
Editorial Board	136
What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information	122
Relations between academic boredom, academic achievement, ICT use, and teacher enthusiasm among adolescents	112
Interactivity and signaling in Immersive Virtual Reality: Effects on EFL learning experiences and outcomes	105
An epistemic curiosity-evoking model for immersive virtual reality narrative reading: User experience and the interaction among epistemic curiosity, transportation, and attitudinal learning	104
Hierarchical analysis of in-service teachers’ barriers to technology-integrated instruction: A review of 2000–2024 publications	102
Team interactions with learning analytics dashboards	94
Attitude and peer norm predict how students use lecture recordings	94
Information and digital technology-assisted interventions to improve intercultural competence: A meta-analytical review	91

Media comparison studies dominate comparative research on augmented reality in education	89
Guiding student learning in video lectures: Effects of instructors’ emotional expressions and visual cues	88
Associations of different types of informal teacher learning with teachers’ technology integration intention	85
Learner autonomy and mode selection in dual-mode chatbot: Students' interaction patterns and learning outcomes in an online course	85
Leveraging prompt-based LLMs for automated scoring and feedback generation in higher education	84
Investigating effects of computer-mediated feedback on L2 vocabulary learning	82
Preparing preservice teachers to teach with digital technologies: An update of effective SQD-strategies	82
Should educators be concerned? The impact of short videos on rational thinking and learning: A comparative analysis	81
Why this app: How user ratings and app store rankings impact parents’ choice of educational apps	81
Assessing digital self-efficacy: Review and scale development	79
A review study on eye-tracking technology usage in immersive virtual reality learning environments	78
Offline and online user experience of gamified robotics for introducing computational thinking: Comparing engagement, game mechanics and coding motivation	76
Editorial Board	74
Editorial Board	73
Formation mechanism of popular courses on MOOC platforms: A configurational approach	73
Impact of smart classrooms combined with student-centered pedagogies on rural students’ learning outcomes: Pedagogy and duration as moderator variables	72
Self-regulated learning and technological integration competency: A multilevel latent profile analysis of preschool teachers	72
RETRACTED: Collaborative AI-in-the-loop pedagogical conversational agent to enhance social and cognitive presence in cMOOC	71
Application of cluster analysis to identify different reader groups through their engagement with a digital reading supplement	70
Effects of integrating self-regulation scaffolding supported by chatbot and online collaborative reflection on students’ learning in an artificial intelligence course	69
A systematic literature review on designing self-regulated learning using generative artificial intelligence and its future research directions	68
Peer assessment methodology of open-ended assignments: Insights from a two-year case study within a university course using novel open source system	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
Editorial Board	67
Technological support to foster students’ artificial intelligence ethics: An augmented reality-based contextualized dilemma discussion approach	67
Mastery experiences in immersive virtual reality promote pro-environmental waste-sorting behavior	67
A study of motivations, behavior, and contributions quality in online communities of teachers: A data analytics approach	65
Evaluating educational technology: Consolidating across multiple impact indicators and rating systems	65
National contexts and information and communication technology in education: A systematic review of PISA studies	63
Analysis and discovery of procrastination patterns in a language learning MOOC	61
Innovative ongoing support within a multifaceted computational thinking professional learning program improves teachers’ self-efficacy and classroom practices	60
Exploring the potential of adopting an interactive mixed-reality tool in teacher professional development: Impact on teachers’ self-efficacy and practical competencies of dialogic pedagogy	60
Using sequence mining to study students’ calculator use, problem solving, and mathematics achievement in the National Assessment of Educational Progress (NAEP)	59
Validating a computational thinking concepts test for primary education using item response theory: An analysis of students’ responses	58
Harmony in diversity: Digital literacy research in a multidisciplinary landscape	58