OOIR: Observatory of International Research

Papers

(The H4-Index of Computers & Education is 60. 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 2021-05-01 to 2025-05-01.)

Article	Citations
From experience to empathy: An empathetic VR-based learning approach to improving EFL learners’ empathy and writing performance	286
Profiles of ICT identity and their associations with female high school students’ intention to study and work in ICT: A mixed-methods approach	257
Investigating co-teaching presence and its impact on student engagement: A mixed-method study on the blended synchronous classroom	216
Using 360-degree video to explore teachers' professional noticing	208
Assessment of user experience in video-based learning environments: From design guidelines to final product	171
Exploring interactive behaviours of urban and rural teachers in blended synchronous classrooms: Insights from a proposed interaction analysis framework	171
Developing a plugged-in class observation protocol in high-school blended STEM classes: Student engagement, teacher behaviors and student-teacher interaction patterns	166
Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the middle east	159
Utilizing virtual reality to assist social competence education and social support for children from under-represented backgrounds	152
Learning to code and the acquisition of computational thinking by young children	139
Artificial intelligence for teaching and learning in schools: The need for pedagogical intelligence	125
The strength and direction of the difficulty adaptation affect situational interest in game-based learning	122
Online peer feedback via Moodle forum: Implications for longitudinal feedback design and feedback quality	116
Developing an AI-based chatbot for practicing responsive teaching in mathematics	113
Associations of different types of informal teacher learning with teachers’ technology integration intention	107
An epistemic curiosity-evoking model for immersive virtual reality narrative reading: User experience and the interaction among epistemic curiosity, transportation, and attitudinal learning	105
Editorial Board	103
Grade-based similarity prevails in online course forums at scale	99
Editorial Board	96
Attitude and peer norm predict how students use lecture recordings	96
Guiding student learning in video lectures: Effects of instructors’ emotional expressions and visual cues	95
Editorial Board	93
Coding in the cot? Factors influencing 0–17s’ experiences with technology and coding in the United Kingdom	92
Relations between academic boredom, academic achievement, ICT use, and teacher enthusiasm among adolescents	92
Team interactions with learning analytics dashboards	92

Information and digital technology-assisted interventions to improve intercultural competence: A meta-analytical review	91
Investigating effects of computer-mediated feedback on L2 vocabulary learning	91
What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information	85
Two decades of game concepts in digital learning environments – A bibliometric study and research agenda	83
Classroom management competency enhancement for student teachers using a fully immersive virtual classroom	80
Assessing digital self-efficacy: Review and scale development	80
Media comparison studies dominate comparative research on augmented reality in education	79
Peer assessment methodology of open-ended assignments: Insights from a two-year case study within a university course using novel open source system	78
Student- versus teacher-generated explanations for answers to online multiple-choice questions: What are the differences?	78
Formation mechanism of popular courses on MOOC platforms: A configurational approach	78
Quality over frequency in using digital technology: Measuring the experienced functional use	76
Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study	75
The qualitative evidence behind the factors impacting online learning experiences as informed by the community of inquiry framework: A thematic synthesis	75
Technological support to foster students’ artificial intelligence ethics: An augmented reality-based contextualized dilemma discussion approach	75
Impact of smart classrooms combined with student-centered pedagogies on rural students’ learning outcomes: Pedagogy and duration as moderator variables	74
Linking self-report and process data to performance as measured by different assessment types	73
A review study on eye-tracking technology usage in immersive virtual reality learning environments	71
Application of cluster analysis to identify different reader groups through their engagement with a digital reading supplement	71
Mastery experiences in immersive virtual reality promote pro-environmental waste-sorting behavior	71
Prompting in-depth learning in immersive virtual reality: Impact of an elaboration prompt on developing a mental model	71
Cultural implications in the acceptability of game-based learning	69
Offline and online user experience of gamified robotics for introducing computational thinking: Comparing engagement, game mechanics and coding motivation	68
Editorial Board	67
Identity profile of young people experiencing a sense of risk on the internet: A data mining application of decision tree with CHAID algorithm	66
“You might as well just all agree with each other:”An initial study of cyberbullying victims’ social presence in online discussions	66
Open Data Interface (ODI) for secondary school education	66
Pre-class video watching fosters achievement and knowledge retention in a flipped classroom	65
How instructional context can impact learning with educational technology: Lessons from a study with a digital learning game	65
The relationship between self-regulated student use of a virtual learning environment for algebra and student achievement: An examination of the role of teacher orchestration	64
From dual digitalization to digital learning space: Exploring the digital transformation of higher education	64
Editorial Board	63
Corrigendum to “Factors influencing students’ perceived impact of learning and satisfaction in Computer Supported Collaborative Learning” [Computers & Education 174 (2021) 104310]	61
Investigating the impact of research-based professional development on teacher learning and classroom practice: Findings from computer science education	61
Analysis and discovery of procrastination patterns in a language learning MOOC	61
Using sequence mining to study students’ calculator use, problem solving, and mathematics achievement in the National Assessment of Educational Progress (NAEP)	60
Innovative ongoing support within a multifaceted computational thinking professional learning program improves teachers’ self-efficacy and classroom practices	60