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 2022-05-01 to 2026-05-01.)

Article	Citations
Editorial Board	443
Utilizing virtual reality to assist social competence education and social support for children from under-represented backgrounds	361
From experience to empathy: An empathetic VR-based learning approach to improving EFL learners’ empathy and writing performance	325
The strength and direction of the difficulty adaptation affect situational interest in game-based learning	268
Exploring interactive behaviours of urban and rural teachers in blended synchronous classrooms: Insights from a proposed interaction analysis framework	265
Enhancing teacher collaboration for technology integration: the impact of transformational leadership	244
Investigating co-teaching presence and its impact on student engagement: A mixed-method study on the blended synchronous classroom	236
Profiles of ICT identity and their associations with female high school students’ intention to study and work in ICT: A mixed-methods approach	235
Online peer feedback via Moodle forum: Implications for longitudinal feedback design and feedback quality	224
Fostering scientific inquiry with hybrid intelligence: A semester-long experiment on knowledge acquisition in the science classroom	194
Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the middle east	192
A three-phase professional development approach to improving robotics pedagogical knowledge and computational thinking attitude of early childhood teachers	189
Artificial intelligence for teaching and learning in schools: The need for pedagogical intelligence	178
Developing an AI-based chatbot for practicing responsive teaching in mathematics	171
Digital innovations in teacher recruitment: An experimental study	159
Editorial Board	157
Associations of different types of informal teacher learning with teachers’ technology integration intention	144
Media comparison studies dominate comparative research on augmented reality in education	144
Information and digital technology-assisted interventions to improve intercultural competence: A meta-analytical review	129
Relations between academic boredom, academic achievement, ICT use, and teacher enthusiasm among adolescents	125
Leveraging prompt-based LLMs for automated scoring and feedback generation in higher education	125
Should educators be concerned? The impact of short videos on rational thinking and learning: A comparative analysis	124
Attitude and peer norm predict how students use lecture recordings	122
Hierarchical analysis of in-service teachers’ barriers to technology-integrated instruction: A review of 2000–2024 publications	112
Interactivity and signaling in Immersive Virtual Reality: Effects on EFL learning experiences and outcomes	97

Learner autonomy and mode selection in dual-mode chatbot: Students' interaction patterns and learning outcomes in an online course	97
Why this app: How user ratings and app store rankings impact parents’ choice of educational apps	93
Investigating effects of computer-mediated feedback on L2 vocabulary learning	92
Preparing preservice teachers to teach with digital technologies: An update of effective SQD-strategies	89
Team interactions with learning analytics dashboards	88
What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information	87
Guiding student learning in video lectures: Effects of instructors’ emotional expressions and visual cues	87
An epistemic curiosity-evoking model for immersive virtual reality narrative reading: User experience and the interaction among epistemic curiosity, transportation, and attitudinal learning	84
Editorial Board	80
Peer assessment methodology of open-ended assignments: Insights from a two-year case study within a university course using novel open source system	80
Assessing digital self-efficacy: Review and scale development	80
Self-regulated learning and technological integration competency: A multilevel latent profile analysis of preschool teachers	80
Formation mechanism of popular courses on MOOC platforms: A configurational approach	78
Impact of smart classrooms combined with student-centered pedagogies on rural students’ learning outcomes: Pedagogy and duration as moderator variables	77
Mastery experiences in immersive virtual reality promote pro-environmental waste-sorting behavior	75
RETRACTED: Collaborative AI-in-the-loop pedagogical conversational agent to enhance social and cognitive presence in cMOOC	74
Offline and online user experience of gamified robotics for introducing computational thinking: Comparing engagement, game mechanics and coding motivation	71
A review study on eye-tracking technology usage in immersive virtual reality learning environments	70
Application of cluster analysis to identify different reader groups through their engagement with a digital reading supplement	70
Technological support to foster students’ artificial intelligence ethics: An augmented reality-based contextualized dilemma discussion approach	70
A systematic literature review on designing self-regulated learning using generative artificial intelligence and its future research directions	69
From dual digitalization to digital learning space: Exploring the digital transformation of higher education	69
Effects of integrating self-regulation scaffolding supported by chatbot and online collaborative reflection on students’ learning in an artificial intelligence course	69
Identity profile of young people experiencing a sense of risk on the internet: A data mining application of decision tree with CHAID algorithm	68
Editorial Board	68
High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter?	67
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	67
Augmented reality and generative learning in K-12 writing: Performance outcomes and the mediating roles of motivation and metacognition	66
Innovative ongoing support within a multifaceted computational thinking professional learning program improves teachers’ self-efficacy and classroom practices	65
How children learn from robots: Educational implications of communicative style and gender in child–robot interaction	65
Analysis and discovery of procrastination patterns in a language learning MOOC	64
Remote learning experiences of girls, boys and non-binary students	61
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	60
A study of motivations, behavior, and contributions quality in online communities of teachers: A data analytics approach	60
Evaluating educational technology: Consolidating across multiple impact indicators and rating systems	60