OOIR: Observatory of International Research

Papers

(The H4-Index of Computers & Education is 59. 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
A systematic review of research on online teaching and learning from 2009 to 2018	262
Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector	249
Digital competence in higher education research: A systematic literature review	199
Effects of teacher role on student engagement in WeChat-Based online discussion learning	128
From dual digitalization to digital learning space: Exploring the digital transformation of higher education	128
Signaling in virtual reality influences learning outcome and cognitive load	127
A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education	126
The relation between in-service teachers' digital competence and personal and contextual factors: What matters most?	122
A systematic review of online examinations: A pedagogical innovation for scalable authentication and integrity	121
Mapping computational thinking through programming in K-12 education: A conceptual model based on a systematic literature Review	121
Effects of artificial Intelligence–Enabled personalized recommendations on learners’ learning engagement, motivation, and outcomes in a flipped classroom	116
Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model	115
Successful design and delivery of online professional development for teachers: A systematic review of the literature	114
A study of how immersion and interactivity drive VR learning	113
The effectiveness of partial pair programming on elementary school students’ Computational Thinking skills and self-efficacy	108
Individual motivation and social media influence on student knowledge sharing and learning performance: Evidence from an emerging economy	105
Automated detection of emotional and cognitive engagement in MOOC discussions to predict learning achievement	103
Immersive virtual reality as a tool to learn problem-solving skills	100
Learning to code and the acquisition of computational thinking by young children	97
A review of automated feedback systems for learners: Classification framework, challenges and opportunities	96
Is the use of ICT in education leading to higher student outcomes? Analysis from the Spanish Autonomous Communities	96
Impact of immersing university and high school students in educational linear narratives using virtual reality technology	96
Variability of teachers’ technology integration in the classroom: A matter of utility!	95
Assessment of cognitive, behavioral, and affective learning outcomes in massive open online courses: A systematic literature review	95
Self-regulated learning support in flipped learning videos enhances learning outcomes	91

A meta-analysis addressing the relationship between teaching presence and students’ satisfaction and learning	90
Can digital technologies improve students' efficiency? Exploring the role of Virtual Learning Environment and Social Media use in Higher Education	86
Remediating learning from non-immersive to immersive media: Using EEG to investigate the effects of environmental embeddedness on reading in Virtual Reality	86
Effects of a social regulation-based online learning framework on students’ learning achievements and behaviors in mathematics	84
Massive LMS log data analysis for the early prediction of course-agnostic student performance	84
An empirical study of techno-stressors, literacy facilitation, burnout, and turnover intention as experienced by K-12 teachers	77
How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors	77
The mediating and buffering effect of academic self-efficacy on the relationship between smartphone addiction and academic procrastination	76
Usage of social media, student engagement, and creativity: The role of knowledge sharing behavior and cyberbullying	75
Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills	75
Measuring digital literacy across three age cohorts: Exploring test dimensionality and performance differences	74
Understanding learners’ acceptance of high-immersion virtual reality systems: Insights from confirmatory and exploratory PLS-SEM analyses	74
Virtual reality for fire safety training: Influence of immersion and sense of presence on conceptual and procedural acquisition	73
Problem- based learning in live online classes: Learning achievement, problem-solving skill, communication skill, and interaction	73
Active learning with online video: The impact of learning context on engagement	72
Same benefits, different communication patterns: Comparing Children's reading with a conversational agent vs. a human partner	71
Ten years of augmented reality in education: A meta-analysis of (quasi-) experimental studies to investigate the impact	71
Cognitive and emotional engagement while learning with VR: The perspective of multimodal methodology	69
The mediating role of digital informal learning in the relationship between students' digital competence and their academic performance	69
Serious games to prevent and detect bullying and cyberbullying: A systematic serious games and literature review	68
Toward a framework that connects individual TPACK and collective TPACK: A systematic review of TPACK studies investigating teacher collaborative discourse in the learning by design process	68
Applying the UTAUT model to explain the students' acceptance of an early warning system in Higher Education	67
Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study	66
Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis	66
Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced MOOC	65
What to teach? Strategies for developing digital competency in preservice teacher training	63
Cyberbullying in elementary and middle school students: A systematic review	63
Learning analytics dashboards for adaptive support in face-to-face collaborative argumentation	63
A cognitive definition of computational thinking in primary education	62
Students matter the most in learning analytics: The effects of internal and instructional conditions in predicting academic success	60
The inﬂuence of digital educational games on preschool Children's creative thinking	59
Effects of a formative assessment-based contextual gaming approach on students’ digital citizenship behaviours, learning motivations, and perceptions	59
University students’ use of mobile technology in self-directed language learning: Using the integrative model of behavior prediction	59
The use of Massive Open Online Courses (MOOCs) in blended learning courses and the functional value perceived by students	59