Computers & Education

(The TQCC of Computers & Education is 30. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 500 papers]. The publications cover those that have been published in the past four years, i.e., from 2019-09-01 to 2023-09-01.)
A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda821
Challenges in the online component of blended learning: A systematic review354
The effect of using Kahoot! for learning – A literature review230
Assessing computational thinking: A systematic review of empirical studies230
A systematic review of learning computational thinking through Scratch in K-9195
Chatbots for learning: A review of educational chatbots for the Facebook Messenger194
Trends and development in technology-enhanced adaptive/personalized learning: A systematic review of journal publications from 2007 to 2017189
Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector179
A systematic review of research on online teaching and learning from 2009 to 2018178
Detecting latent topics and trends in educational technologies over four decades using structural topic modeling: A retrospective of all volumes of Computers & Education172
Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment171
Research trends in the use of augmented reality in science education: Content and bibliometric mapping analysis159
An overview and comparison of supervised data mining techniques for student exam performance prediction151
Integrating augmented reality into problem based learning: The effects on learning achievement and attitude in physics education148
Investigating the Acceptance of Mobile Library Applications with an Extended Technology Acceptance Model (TAM)141
Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions137
What predicts student satisfaction with MOOCs: A gradient boosting trees supervised machine learning and sentiment analysis approach137
The effect of Augmented Reality Technology on middle school students' achievements and attitudes towards science education136
Facilitating student engagement through the flipped learning approach in K-12: A systematic review131
Collaboration and fuzzy-modeled personalization for mobile game-based learning in higher education130
Coding as a playground: Promoting positive learning experiences in childhood classrooms126
The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis125
The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system116
Evaluation of e-learning for medical education in low- and middle-income countries: A systematic review108
Supporting learners' self-regulated learning in Massive Open Online Courses108
Gamification in the classroom: Examining the impact of gamified quizzes on student learning105
Digital competence in higher education research: A systematic literature review104
Explaining Chinese university students’ continuance learning intention in the MOOC setting: A modified expectation confirmation model perspective103
Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes96
The effectiveness of traditional tools and computer-aided technologies for health and safety training in the construction sector: A systematic review96
Cognitive load in multimedia learning environments: A systematic review95
Understanding academics' adoption of learning technologies: A systematic review94
Digital competencies: A review of the literature and applications in the workplace93
Computational thinking through unplugged activities in early years of Primary Education91
A case study of immersive virtual field trips in an elementary classroom: Students’ learning experience and teacher-student interaction behaviors90
Effects of teacher role on student engagement in WeChat-Based online discussion learning90
How the flipped classroom affects knowledge, skills, and engagement in higher education: Effects on students' satisfaction90
Affective computing in education: A systematic review and future research86
Impact of augmented reality technology on academic achievement and motivation of students from public and private Mexican schools. A case study in a middle-school geometry course84
A systematic review of online examinations: A pedagogical innovation for scalable authentication and integrity84
Technological environment, virtual experience, and MOOC continuance: A stimulus–organism–response perspective82
Integration of the peer assessment approach with a virtual reality design system for learning earth science82
Applying the SOBC paradigm to explain how social media overload affects academic performance82
Emerging themes in e-learning: A review from the stakeholders' perspective82
Review of ontology-based recommender systems in e-learning81
Understanding higher education learners' acceptance and use of mobile devices for language learning: A Rasch-based path modeling approach80
Mobile virtual reality for musical genre learning in primary education79
Digital game-based L2 learning outcomes for primary through high-school students: A systematic literature review77
A meta-analysis of virtual reality training programs for social skill development77
Mapping computational thinking through programming in K-12 education: A conceptual model based on a systematic literature Review77
Student Loneliness: The Role of Social Media Through Life Transitions77
Teaching and learning with children: Impact of reciprocal peer learning with a social robot on children’s learning and emotive engagement77
Signaling in virtual reality influences learning outcome and cognitive load76
Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments76
Computer-supported collaborative learning: An analysis of the relationship between interaction, emotional support and online collaborative tools75
A systematic review of educational digital storytelling75
Effectiveness of virtual reality game in foreign language vocabulary acquisition74
Self-regulated mobile game-based English learning in a virtual reality environment73
Increased emotional engagement in game-based learning – A machine learning approach on facial emotion detection data73
The agency effect: The impact of student agency on learning, emotions, and problem-solving behaviors in a game-based learning environment73
Do MOOCs contribute to student equity and social inclusion? A systematic review 2014–1872
The polarizing effect of the online flipped classroom70
The relation between in-service teachers' digital competence and personal and contextual factors: What matters most?70
The effectiveness of partial pair programming on elementary school students’ Computational Thinking skills and self-efficacy70
Does visual attention to the instructor in online video affect learning and learner perceptions? An eye-tracking analysis70
Temporal analysis for dropout prediction using self-regulated learning strategies in self-paced MOOCs69
Learning performance and behavioral patterns of online collaborative learning: Impact of cognitive load and affordances of different multimedia69
Teacher development in computational thinking: Design and learning outcomes of programming concepts, practices and pedagogy69
Engagement, disengagement and performance when learning with technologies in upper secondary school68
EmoFindAR: Evaluation of a mobile multiplayer augmented reality game for primary school children67
How can the digital competences of pre-service teachers be developed? Examining a case study through the lens of DigComp and DigCompEdu67
The Influence of Values on E-learning Adoption67
Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model66
Is the use of ICT in education leading to higher student outcomes? Analysis from the Spanish Autonomous Communities66
Individual motivation and social media influence on student knowledge sharing and learning performance: Evidence from an emerging economy65
Designing sociable online learning environments and enhancing social presence: An affordance enrichment approach64
Applications of data science to game learning analytics data: A systematic literature review63
From dual digitalization to digital learning space: Exploring the digital transformation of higher education62
A meta-analysis addressing the relationship between teaching presence and students’ satisfaction and learning62
Immersive virtual reality as a tool to learn problem-solving skills62
Fear of missing out is associated with disrupted activities from receiving smartphone notifications and surface learning in college students61
Self-regulated learning support in flipped learning videos enhances learning outcomes60
Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review59
A mixed reality simulation offers strategic practice for pre-service teachers59
Learning to code and the acquisition of computational thinking by young children59
Augmented reality tools for sports education and training59
Balancing cognitive complexity and gaming level: Effects of a cognitive complexity-based competition game on EFL students' English vocabulary learning performance, anxiety and behaviors58
Impact of immersing university and high school students in educational linear narratives using virtual reality technology57
Successful design and delivery of online professional development for teachers: A systematic review of the literature57
Defining digital literacy development: An examination of pre-service teachers’ beliefs55
Exploring sequences of learner activities in relation to self-regulated learning in a massive open online course55
On the role of interaction mode and story structure in virtual reality serious games55
The relation between students’ socioeconomic status and ICT literacy: Findings from a meta-analysis54
Adaptive learning path recommender approach using auxiliary learning objects54
Assessment of cognitive, behavioral, and affective learning outcomes in massive open online courses: A systematic literature review54
Open learner models in supporting self-regulated learning in higher education: A systematic literature review53
Learning to evaluate: An intervention in civic online reasoning53
Can digital technologies improve students' efficiency? Exploring the role of Virtual Learning Environment and Social Media use in Higher Education53
The effect of automated feedback on revision behavior and learning gains in formative assessment of scientific argument writing53
Factors affecting Nigerian teacher educators’ technology integration: Considering characteristics, knowledge constructs, ICT practices and beliefs53
Understanding smartphone usage in college classrooms: A long-term measurement study52
An empirical study of techno-stressors, literacy facilitation, burnout, and turnover intention as experienced by K-12 teachers51
Variability of teachers’ technology integration in the classroom: A matter of utility!51
Automatic recognition of student emotions from facial expressions during a lecture49
Comparing reading comprehension between children reading augmented reality and print storybooks49
Massive LMS log data analysis for the early prediction of course-agnostic student performance49
Profiling self-regulation behaviors in STEM learning of engineering design49
Instructor presence in video lectures: Eye gaze matters, but not body orientation48
Effects of a social regulation-based online learning framework on students’ learning achievements and behaviors in mathematics48
The impact of learner-, instructor-, and course-level factors on online learning48
A review of automated feedback systems for learners: Classification framework, challenges and opportunities48
Assessing children's reading comprehension on paper and screen: A mode-effect study48
Transitioning from introductory block-based and text-based environments to professional programming languages in high school computer science classrooms48
Same benefits, different communication patterns: Comparing Children's reading with a conversational agent vs. a human partner48
Learning analytics in European higher education—Trends and barriers47
The effects of coding on children's planning and inhibition skills46
Online vs traditional homework: A systematic review on the benefits to students’ performance46
The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes46
Automated detection of emotional and cognitive engagement in MOOC discussions to predict learning achievement46
Computer-supported collaborative concept mapping: The effects of different instructional designs on conceptual understanding and knowledge co-construction46
Virtual reality for fire safety training: Influence of immersion and sense of presence on conceptual and procedural acquisition46
The mediating and buffering effect of academic self-efficacy on the relationship between smartphone addiction and academic procrastination45
Remediating learning from non-immersive to immersive media: Using EEG to investigate the effects of environmental embeddedness on reading in Virtual Reality45
Usage of social media, student engagement, and creativity: The role of knowledge sharing behavior and cyberbullying45
Learning with multimedia: The effects of gender, type of multimedia learning resources, and spatial ability45
The impact of teacher education courses for technology integration on pre-service teacher knowledge: A meta-analysis study44
Serious games to prevent and detect bullying and cyberbullying: A systematic serious games and literature review44
An empirical analysis of knowledge co-construction in YouTube comments43
Using a pedagogical agent to deliver conversational style instruction: What benefits can you obtain?43
Students’ experiences of anxiety in an assessed, online, collaborative project43
Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced MOOC43
Three types of integrated course designs for using mobile technologies to support creativity in higher education43
Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis43
A systematic review of audience response systems for teaching and learning in higher education: The student experience43
A study of how immersion and interactivity drive VR learning43
Investigating students' interaction patterns and dynamic learning sentiments in online discussions42
A systematic review of the literature regarding socially assistive robots in pre-tertiary education42
Towards a generalized competency model of collaborative problem solving42
What to teach? Strategies for developing digital competency in preservice teacher training42
Measuring digital literacy across three age cohorts: Exploring test dimensionality and performance differences41
Parent-child interaction and children's learning from a coding application41
Investigating learners' behaviors and discourse content in MOOC course reviews41
Pre-service language teachers reflection development through online interaction in a hybrid learning course41
Comparing synchronous and asynchronous online discussions for students with disabilities: The impact of social presence41
Investigating the process of mine rescuers' safety training with immersive virtual reality: A structural equation modelling approach40
Active learning with online video: The impact of learning context on engagement40
Effects of remote labs on cognitive, behavioral, and affective learning outcomes in higher education40
Effects of digital escape room on gameful experience, collaboration, and motivation of elementary school students39
Can children benefit from early internet exposure? Short- and long-term links between internet use, digital skill, and academic performance39
Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study39
Understanding feedback in online learning – A critical review and metaphor analysis38
A test-based approach of Modeling and Measuring Technological Pedagogical Knowledge38
Understanding learners’ acceptance of high-immersion virtual reality systems: Insights from confirmatory and exploratory PLS-SEM analyses38
Learning through experience: Using design based research to redesign protocols for blended synchronous learning environments38
Lecture recordings to support learning: A contested space between students and teachers38
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 process38
Can playing a video game foster computational thinking skills?38
The impact of Facebook Addiction and self-esteem on students’ academic performance: A multi-group analysis38
Flipping the medical classroom: Effect on workload, interactivity, motivation and retention of knowledge38
All the same or different? Revisiting measures of teachers' technology acceptance37
Digital literacy and the national curriculum for England: Learning from how the experts engage with and evaluate online content37
A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education37
Problem- based learning in live online classes: Learning achievement, problem-solving skill, communication skill, and interaction37
The use of Massive Open Online Courses (MOOCs) in blended learning courses and the functional value perceived by students37
Associations between learning analytics dashboard exposure and motivation and self-regulated learning37
Effects of a formative assessment-based contextual gaming approach on students’ digital citizenship behaviours, learning motivations, and perceptions37
University students’ profiles of online learning and their relation to online metacognitive regulation and internet-specific epistemic justification37
Determinants of mobile learning acceptance for STEM education in rural areas36
The importance and meaning of session behaviour in a MOOC36
Students matter the most in learning analytics: The effects of internal and instructional conditions in predicting academic success36
A web-based collaborative reading annotation system with gamification mechanisms to improve reading performance36
Using multi-platform learning analytics to compare regional and global MOOC learning in the Arab world35
The effects of mental rotation on computational thinking35
Learning analytics dashboards for adaptive support in face-to-face collaborative argumentation35
Using blended synchronous classroom approach to promote learning performance in rural area35
Making in the classroom: Longitudinal evidence of increases in self-efficacy and STEM possible selves over time35
“Think globally, act locally”: A glocal approach to the development of social media literacy35
Elements of Success: Supporting at-risk student resilience through learning analytics35
More confusion and frustration, better learning: The impact of erroneous examples35
The potential of 360-degree virtual reality videos to teach water-safety skills to children35
The relationship between the age at first computer use and students' perceived competence and autonomy in ICT usage: A mediation analysis35
Digital inequality at home. The school as compensatory agent34
Key factors in MOOC pedagogy based on NLP sentiment analysis of learner reviews: What makes a hit34
To reward and beyond: Analyzing the effect of reward-based strategies in a MOOC33
Cyberbullying in elementary and middle school students: A systematic review33
Learning to be better at the game: Performance vs. completion contingent reward for game-based learning33
Team diversity as a predictor of innovation in team projects of face-to-face and online learners33
The mediating role of digital informal learning in the relationship between students' digital competence and their academic performance33
How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors33
Understanding the determinants of learner engagement in MOOCs: An adaptive structuration perspective33
The influence of technology acceptance, academic self-efficacy, and gender on academic achievement through online tutoring32
Identifying multiple learning spaces within a single teacher-focused Twitter hashtag32
A cognitive definition of computational thinking in primary education32
Two decades of game concepts in digital learning environments – A bibliometric study and research agenda32
Effects of ASQ-based flipped learning on nurse practitioner learners' nursing skills, learning achievement and learning perceptions32
Exploring the influence of teachers' beliefs and 3D printing integrated STEM instruction on students’ STEM motivation32
The qualitative evidence behind the factors impacting online learning experiences as informed by the community of inquiry framework: A thematic synthesis32
On the relationships between behaviors and achievement in technology-mediated flipped classrooms: A two-phase online behavioral PLS-SEM model32
Mobile learning and pedagogical opportunities: A configurative systematic review of PreK-12 research using the SAMR framework32
The influence of digital educational games on preschool Children's creative thinking31
Investigating relationships among blended synchronous learning environments, students’ motivation, and cognitive engagement: A mixed methods study31
A multigroup analysis of factors underlying teachers’ technostress and their continuance intention toward online teaching31
Promoting pre-class guidance and in-class reflection: A SQIRC-based mobile flipped learning approach to promoting students’ billiards skills, strategies, motivation and self-efficacy31
Exploring student and teacher usage patterns associated with student attrition in an open educational resource-supported online learning platform31
Children's reading comprehension and metacomprehension on screen versus on paper31
Student teachers’ responsible use of ICT: Examining two samples in Spain and Norway31
How we trust, perceive, and learn from virtual humans: The influence of voice quality31
Collaborating with ‘familiar’ strangers in mobile-assisted environments: The effect of socializing activities on learning EFL writing31
Using Internet videos to learn about controversies: Evaluation and integration of multiple and multimodal documents by primary school students31
Can tablet apps support the learning of handwriting? An investigation of learning outcomes in kindergarten classroom30
On the predictors of computational thinking and its growth at the high-school level30
Teaching and social presences supporting basic needs satisfaction in online learning environments: How can presences and basic needs happily meet online?30
Adaptive multimedia: Using gaze-contingent instructional guidance to provide personalized processing support30
Psychological effects of gamified didactics with exergames in Physical Education at primary schools: Results from a natural experiment30
The assessment of collaborative problem solving in PISA 2015: An investigation of the validity of the PISA 2015 CPS tasks30
Investigating antecedents of plagiarism using extended theory of planned behavior30
Observing 360-degree classroom videos – Effects of video type on presence, emotions, workload, classroom observations, and ratings of teaching quality30
Development and analysis of the Elementary Student Coding Attitudes Survey30
CO2peration – Structuring a 3D interactive digital game to improve climate literacy in the 12-13-year-old age group30
Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills30