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 2020-03-01 to 2024-03-01.)

Article	Citations
A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda	1031
Assessing computational thinking: A systematic review of empirical studies	276
The effect of using Kahoot! for learning – A literature review	263
Chatbots for learning: A review of educational chatbots for the Facebook Messenger	262
A systematic review of research on online teaching and learning from 2009 to 2018	222
Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector	215
Detecting latent topics and trends in educational technologies over four decades using structural topic modeling: A retrospective of all volumes of Computers & Education	189
Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions	167
The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis	155
Facilitating student engagement through the flipped learning approach in K-12: A systematic review	143
Digital competence in higher education research: A systematic literature review	137
Digital competencies: A review of the literature and applications in the workplace	132
Supporting learners' self-regulated learning in Massive Open Online Courses	128
Explaining Chinese university students’ continuance learning intention in the MOOC setting: A modified expectation confirmation model perspective	120
Computational thinking through unplugged activities in early years of Primary Education	114
Understanding academics' adoption of learning technologies: A systematic review	105
A systematic review of online examinations: A pedagogical innovation for scalable authentication and integrity	104
Effects of teacher role on student engagement in WeChat-Based online discussion learning	103
A systematic review of educational digital storytelling	101
Signaling in virtual reality influences learning outcome and cognitive load	101
Mapping computational thinking through programming in K-12 education: A conceptual model based on a systematic literature Review	98
Self-regulated mobile game-based English learning in a virtual reality environment	95
Teaching and learning with children: Impact of reciprocal peer learning with a social robot on children’s learning and emotive engagement	93
Understanding higher education learners' acceptance and use of mobile devices for language learning: A Rasch-based path modeling approach	93
Integration of the peer assessment approach with a virtual reality design system for learning earth science	91

Effectiveness of virtual reality game in foreign language vocabulary acquisition	90
Student Loneliness: The Role of Social Media Through Life Transitions	87
The relation between in-service teachers' digital competence and personal and contextual factors: What matters most?	87
The agency effect: The impact of student agency on learning, emotions, and problem-solving behaviors in a game-based learning environment	87
From dual digitalization to digital learning space: Exploring the digital transformation of higher education	86
How can the digital competences of pre-service teachers be developed? Examining a case study through the lens of DigComp and DigCompEdu	85
Engagement, disengagement and performance when learning with technologies in upper secondary school	85
Augmented reality tools for sports education and training	85
Does visual attention to the instructor in online video affect learning and learner perceptions? An eye-tracking analysis	84
The effectiveness of partial pair programming on elementary school students’ Computational Thinking skills and self-efficacy	83
Successful design and delivery of online professional development for teachers: A systematic review of the literature	83
Teacher development in computational thinking: Design and learning outcomes of programming concepts, practices and pedagogy	81
EmoFindAR: Evaluation of a mobile multiplayer augmented reality game for primary school children	81
Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model	79
The polarizing effect of the online flipped classroom	79
Is the use of ICT in education leading to higher student outcomes? Analysis from the Spanish Autonomous Communities	78
Immersive virtual reality as a tool to learn problem-solving skills	77
A study of how immersion and interactivity drive VR learning	77
Learning to code and the acquisition of computational thinking by young children	76
Individual motivation and social media influence on student knowledge sharing and learning performance: Evidence from an emerging economy	76
Assessment of cognitive, behavioral, and affective learning outcomes in massive open online courses: A systematic literature review	73
Impact of immersing university and high school students in educational linear narratives using virtual reality technology	72
A meta-analysis addressing the relationship between teaching presence and students’ satisfaction and learning	70
A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education	70
Variability of teachers’ technology integration in the classroom: A matter of utility!	70
Self-regulated learning support in flipped learning videos enhances learning outcomes	67
Learning analytics in European higher education—Trends and barriers	67
Can digital technologies improve students' efficiency? Exploring the role of Virtual Learning Environment and Social Media use in Higher Education	66
Automated detection of emotional and cognitive engagement in MOOC discussions to predict learning achievement	66
Factors affecting Nigerian teacher educators’ technology integration: Considering characteristics, knowledge constructs, ICT practices and beliefs	66
Remediating learning from non-immersive to immersive media: Using EEG to investigate the effects of environmental embeddedness on reading in Virtual Reality	66
Automatic recognition of student emotions from facial expressions during a lecture	65
Balancing cognitive complexity and gaming level: Effects of a cognitive complexity-based competition game on EFL students' English vocabulary learning performance, anxiety and behaviors	65
Effects of a social regulation-based online learning framework on students’ learning achievements and behaviors in mathematics	64
A review of automated feedback systems for learners: Classification framework, challenges and opportunities	63
The mediating and buffering effect of academic self-efficacy on the relationship between smartphone addiction and academic procrastination	62
An empirical study of techno-stressors, literacy facilitation, burnout, and turnover intention as experienced by K-12 teachers	61
Usage of social media, student engagement, and creativity: The role of knowledge sharing behavior and cyberbullying	61
Measuring digital literacy across three age cohorts: Exploring test dimensionality and performance differences	61
Adaptive learning path recommender approach using auxiliary learning objects	61