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 2021-08-01 to 2025-08-01.)

Article	Citations
Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the middle east	270
Investigating co-teaching presence and its impact on student engagement: A mixed-method study on the blended synchronous classroom	243
Learning to code and the acquisition of computational thinking by young children	193
Profiles of ICT identity and their associations with female high school students’ intention to study and work in ICT: A mixed-methods approach	190
A three-phase professional development approach to improving robotics pedagogical knowledge and computational thinking attitude of early childhood teachers	179
Exploring interactive behaviours of urban and rural teachers in blended synchronous classrooms: Insights from a proposed interaction analysis framework	155
The strength and direction of the difficulty adaptation affect situational interest in game-based learning	147
Developing a plugged-in class observation protocol in high-school blended STEM classes: Student engagement, teacher behaviors and student-teacher interaction patterns	144
Utilizing virtual reality to assist social competence education and social support for children from under-represented backgrounds	125
Using 360-degree video to explore teachers' professional noticing	122
Artificial intelligence for teaching and learning in schools: The need for pedagogical intelligence	121
Online peer feedback via Moodle forum: Implications for longitudinal feedback design and feedback quality	120
Developing an AI-based chatbot for practicing responsive teaching in mathematics	118
From experience to empathy: An empathetic VR-based learning approach to improving EFL learners’ empathy and writing performance	116
Coding in the cot? Factors influencing 0–17s’ experiences with technology and coding in the United Kingdom	115
Attitude and peer norm predict how students use lecture recordings	114
Team interactions with learning analytics dashboards	114
Relations between academic boredom, academic achievement, ICT use, and teacher enthusiasm among adolescents	110
Classroom management competency enhancement for student teachers using a fully immersive virtual classroom	107
Editorial Board	103
Grade-based similarity prevails in online course forums at scale	102
Editorial Board	99
What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information	98
Two decades of game concepts in digital learning environments – A bibliometric study and research agenda	91
Associations of different types of informal teacher learning with teachers’ technology integration intention	90

Preparing preservice teachers to teach with digital technologies: An update of effective SQD-strategies	88
An epistemic curiosity-evoking model for immersive virtual reality narrative reading: User experience and the interaction among epistemic curiosity, transportation, and attitudinal learning	88
Media comparison studies dominate comparative research on augmented reality in education	85
Investigating effects of computer-mediated feedback on L2 vocabulary learning	84
Guiding student learning in video lectures: Effects of instructors’ emotional expressions and visual cues	84
Information and digital technology-assisted interventions to improve intercultural competence: A meta-analytical review	83
Assessing digital self-efficacy: Review and scale development	83
Peer assessment methodology of open-ended assignments: Insights from a two-year case study within a university course using novel open source system	79
Self-regulated learning and technological integration competency: A multilevel latent profile analysis of preschool teachers	79
Open Data Interface (ODI) for secondary school education	78
Editorial Board	77
Application of cluster analysis to identify different reader groups through their engagement with a digital reading supplement	77
Formation mechanism of popular courses on MOOC platforms: A configurational approach	74
Pre-class video watching fosters achievement and knowledge retention in a flipped classroom	74
Offline and online user experience of gamified robotics for introducing computational thinking: Comparing engagement, game mechanics and coding motivation	73
Prompting in-depth learning in immersive virtual reality: Impact of an elaboration prompt on developing a mental model	73
Student- versus teacher-generated explanations for answers to online multiple-choice questions: What are the differences?	72
Cultural implications in the acceptability of game-based learning	70
Quality over frequency in using digital technology: Measuring the experienced functional use	68
Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study	68
Mastery experiences in immersive virtual reality promote pro-environmental waste-sorting behavior	67
How instructional context can impact learning with educational technology: Lessons from a study with a digital learning game	67
A review study on eye-tracking technology usage in immersive virtual reality learning environments	67
Identity profile of young people experiencing a sense of risk on the internet: A data mining application of decision tree with CHAID algorithm	67
Technological support to foster students’ artificial intelligence ethics: An augmented reality-based contextualized dilemma discussion approach	66
Effects of integrating self-regulation scaffolding supported by chatbot and online collaborative reflection on students’ learning in an artificial intelligence course	64
From dual digitalization to digital learning space: Exploring the digital transformation of higher education	64
Impact of smart classrooms combined with student-centered pedagogies on rural students’ learning outcomes: Pedagogy and duration as moderator variables	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]	63
Harmony in diversity: Digital literacy research in a multidisciplinary landscape	62
Investigating the impact of research-based professional development on teacher learning and classroom practice: Findings from computer science education	61
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	61
When barriers are not an issue: Tracing the relationship between hindering factors and technology use in secondary schools across Europe	61
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
A study of motivations, behavior, and contributions quality in online communities of teachers: A data analytics approach	60
Exploring the prospects of multimodal large language models for Automated Emotion Recognition in education: Insights from Gemini	60
Remote learning experiences of girls, boys and non-binary students	60