Computers & Education

Papers
(The TQCC of Computers & Education is 28. 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 2020-05-01 to 2024-05-01.)
ArticleCitations
Chatbots for learning: A review of educational chatbots for the Facebook Messenger282
The effect of using Kahoot! for learning – A literature review280
A systematic review of research on online teaching and learning from 2009 to 2018231
Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector224
Detecting latent topics and trends in educational technologies over four decades using structural topic modeling: A retrospective of all volumes of Computers & Education196
The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis164
Digital competence in higher education research: A systematic literature review164
Facilitating student engagement through the flipped learning approach in K-12: A systematic review153
Explaining Chinese university students’ continuance learning intention in the MOOC setting: A modified expectation confirmation model perspective124
Computational thinking through unplugged activities in early years of Primary Education121
Understanding academics' adoption of learning technologies: A systematic review112
Signaling in virtual reality influences learning outcome and cognitive load110
Effects of teacher role on student engagement in WeChat-Based online discussion learning109
A systematic review of online examinations: A pedagogical innovation for scalable authentication and integrity107
Mapping computational thinking through programming in K-12 education: A conceptual model based on a systematic literature Review104
Self-regulated mobile game-based English learning in a virtual reality environment101
From dual digitalization to digital learning space: Exploring the digital transformation of higher education99
Effectiveness of virtual reality game in foreign language vocabulary acquisition98
Teaching and learning with children: Impact of reciprocal peer learning with a social robot on children’s learning and emotive engagement98
How can the digital competences of pre-service teachers be developed? Examining a case study through the lens of DigComp and DigCompEdu95
The relation between in-service teachers' digital competence and personal and contextual factors: What matters most?95
Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model94
The effectiveness of partial pair programming on elementary school students’ Computational Thinking skills and self-efficacy91
Augmented reality tools for sports education and training90
EmoFindAR: Evaluation of a mobile multiplayer augmented reality game for primary school children89
Engagement, disengagement and performance when learning with technologies in upper secondary school89
Teacher development in computational thinking: Design and learning outcomes of programming concepts, practices and pedagogy88
Successful design and delivery of online professional development for teachers: A systematic review of the literature87
A study of how immersion and interactivity drive VR learning86
A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education85
Immersive virtual reality as a tool to learn problem-solving skills85
Is the use of ICT in education leading to higher student outcomes? Analysis from the Spanish Autonomous Communities84
Learning to code and the acquisition of computational thinking by young children84
Individual motivation and social media influence on student knowledge sharing and learning performance: Evidence from an emerging economy83
Impact of immersing university and high school students in educational linear narratives using virtual reality technology80
Variability of teachers’ technology integration in the classroom: A matter of utility!80
Assessment of cognitive, behavioral, and affective learning outcomes in massive open online courses: A systematic literature review76
A meta-analysis addressing the relationship between teaching presence and students’ satisfaction and learning76
Automated detection of emotional and cognitive engagement in MOOC discussions to predict learning achievement73
Self-regulated learning support in flipped learning videos enhances learning outcomes73
Remediating learning from non-immersive to immersive media: Using EEG to investigate the effects of environmental embeddedness on reading in Virtual Reality72
Learning analytics in European higher education—Trends and barriers69
Effects of a social regulation-based online learning framework on students’ learning achievements and behaviors in mathematics68
The mediating and buffering effect of academic self-efficacy on the relationship between smartphone addiction and academic procrastination68
Can digital technologies improve students' efficiency? Exploring the role of Virtual Learning Environment and Social Media use in Higher Education68
A review of automated feedback systems for learners: Classification framework, challenges and opportunities68
Comparing reading comprehension between children reading augmented reality and print storybooks66
An empirical study of techno-stressors, literacy facilitation, burnout, and turnover intention as experienced by K-12 teachers65
Massive LMS log data analysis for the early prediction of course-agnostic student performance65
Open learner models in supporting self-regulated learning in higher education: A systematic literature review65
Usage of social media, student engagement, and creativity: The role of knowledge sharing behavior and cyberbullying64
Measuring digital literacy across three age cohorts: Exploring test dimensionality and performance differences64
Virtual reality for fire safety training: Influence of immersion and sense of presence on conceptual and procedural acquisition63
How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors62
Serious games to prevent and detect bullying and cyberbullying: A systematic serious games and literature review61
Active learning with online video: The impact of learning context on engagement61
Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis60
A systematic review of the literature regarding socially assistive robots in pre-tertiary education60
Effects of artificial Intelligence–Enabled personalized recommendations on learners’ learning engagement, motivation, and outcomes in a flipped classroom60
The mediating role of digital informal learning in the relationship between students' digital competence and their academic performance59
Same benefits, different communication patterns: Comparing Children's reading with a conversational agent vs. a human partner59
Problem- based learning in live online classes: Learning achievement, problem-solving skill, communication skill, and interaction59
Assessing children's reading comprehension on paper and screen: A mode-effect study59
Understanding learners’ acceptance of high-immersion virtual reality systems: Insights from confirmatory and exploratory PLS-SEM analyses58
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 process58
The impact of learner-, instructor-, and course-level factors on online learning58
Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study57
The impact of teacher education courses for technology integration on pre-service teacher knowledge: A meta-analysis study56
Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills56
Online vs traditional homework: A systematic review on the benefits to students’ performance56
An empirical analysis of knowledge co-construction in YouTube comments56
Digital literacy and the national curriculum for England: Learning from how the experts engage with and evaluate online content56
The influence of digital educational games on preschool Children's creative thinking55
What to teach? Strategies for developing digital competency in preservice teacher training55
Investigating the process of mine rescuers' safety training with immersive virtual reality: A structural equation modelling approach54
A systematic review of audience response systems for teaching and learning in higher education: The student experience54
Learning analytics dashboards for adaptive support in face-to-face collaborative argumentation54
Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced MOOC54
Applying the UTAUT model to explain the students' acceptance of an early warning system in Higher Education54
Effects of a formative assessment-based contextual gaming approach on students’ digital citizenship behaviours, learning motivations, and perceptions53
Ten years of augmented reality in education: A meta-analysis of (quasi-) experimental studies to investigate the impact53
A cognitive definition of computational thinking in primary education51
The use of Massive Open Online Courses (MOOCs) in blended learning courses and the functional value perceived by students51
Students matter the most in learning analytics: The effects of internal and instructional conditions in predicting academic success50
Effects of digital escape room on gameful experience, collaboration, and motivation of elementary school students50
Associations between learning analytics dashboard exposure and motivation and self-regulated learning49
Cognitive and emotional engagement while learning with VR: The perspective of multimodal methodology48
Cyberbullying in elementary and middle school students: A systematic review48
Determinants of mobile learning acceptance for STEM education in rural areas48
Comparing synchronous and asynchronous online discussions for students with disabilities: The impact of social presence48
The influence of technology acceptance, academic self-efficacy, and gender on academic achievement through online tutoring47
University students’ use of mobile technology in self-directed language learning: Using the integrative model of behavior prediction47
University students’ profiles of online learning and their relation to online metacognitive regulation and internet-specific epistemic justification47
The potential of 360-degree virtual reality videos to teach water-safety skills to children47
Two decades of game concepts in digital learning environments – A bibliometric study and research agenda46
“Think globally, act locally”: A glocal approach to the development of social media literacy46
Understanding feedback in online learning – A critical review and metaphor analysis45
Key factors in MOOC pedagogy based on NLP sentiment analysis of learner reviews: What makes a hit45
Observing 360-degree classroom videos – Effects of video type on presence, emotions, workload, classroom observations, and ratings of teaching quality44
Self-directed learning in video games, affordances and pedagogical implications for teaching and learning44
Student teachers’ responsible use of ICT: Examining two samples in Spain and Norway44
Programming attitudes predict computational thinking: Analysis of differences in gender and programming experience43
Investigating relationships among blended synchronous learning environments, students’ motivation, and cognitive engagement: A mixed methods study43
Exploring the influence of teachers' beliefs and 3D printing integrated STEM instruction on students’ STEM motivation43
The qualitative evidence behind the factors impacting online learning experiences as informed by the community of inquiry framework: A thematic synthesis43
Measuring the effect of continuous professional development on elementary teachers’ self-efficacy to teach coding and computational thinking42
Digital inequality at home. The school as compensatory agent42
Understanding the determinants of learner engagement in MOOCs: An adaptive structuration perspective42
Innovation in physical education: Teachers’ perspectives on readiness for wearable technology integration42
Mobile learning and pedagogical opportunities: A configurative systematic review of PreK-12 research using the SAMR framework41
Teaching and social presences supporting basic needs satisfaction in online learning environments: How can presences and basic needs happily meet online?41
Effect of different mind mapping approaches on primary school students’ computational thinking skills during visual programming learning41
Assessing learning in technology-rich maker activities: A systematic review of empirical research41
Understanding student teachers’ collaborative problem solving: Insights from an epistemic network analysis (ENA)40
Development and analysis of the Elementary Student Coding Attitudes Survey40
Exploring teacher immediacy-(non)dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students39
A multigroup analysis of factors underlying teachers’ technostress and their continuance intention toward online teaching39
Robot tutor and pupils’ educational ability: Teaching the times tables39
Can tablet apps support the learning of handwriting? An investigation of learning outcomes in kindergarten classroom39
On the predictors of computational thinking and its growth at the high-school level39
Gender difference in the association between internet addiction, self-esteem and academic aspirations among adolescents: A structural equation modelling38
Classroom complexity affects student teachers’ behavior in a VR classroom38
The effects of ICT-based social media on adolescents' digital reading performance: A longitudinal study of PISA 2009, PISA 2012, PISA 2015 and PISA 201838
Early childhood educators’ teaching of digital citizenship competencies38
Pre-class video watching fosters achievement and knowledge retention in a flipped classroom38
Usage of augmented reality (AR) and development of e-learning outcomes: An empirical evaluation of students’ e-learning experience38
Exploring student and teacher usage patterns associated with student attrition in an open educational resource-supported online learning platform38
An analysis of children’ interaction with an AI chatbot and its impact on their interest in reading38
Elements of Success: Supporting at-risk student resilience through learning analytics37
Examining the characteristics of game-based learning: A content analysis and design framework37
When makers meet the metaverse: Effects of creating NFT metaverse exhibition in maker education37
Exploration of learner-content interactions and learning approaches: The role of guided inquiry in the self-directed online environments37
Educational scalability in MOOCs: Analysing instructional designs to find best practices37
Classroom management competency enhancement for student teachers using a fully immersive virtual classroom37
Promoting pre-class guidance and in-class reflection: A SQIRC-based mobile flipped learning approach to promoting students’ billiards skills, strategies, motivation and self-efficacy37
The assessment of collaborative problem solving in PISA 2015: An investigation of the validity of the PISA 2015 CPS tasks36
Lurking and participation in the virtual classroom: The effects of gender, race, and age among graduate students in computer science36
Collaborating with ‘familiar’ strangers in mobile-assisted environments: The effect of socializing activities on learning EFL writing36
Psychological effects of gamified didactics with exergames in Physical Education at primary schools: Results from a natural experiment36
Leveraging process data to assess adults’ problem-solving skills: Using sequence mining to identify behavioral patterns across digital tasks36
Predicting achievement and providing support before STEM majors begin to fail35
The dynamics of an online learning community in a hybrid statistics classroom over time: Implications for the question-oriented problem-solving course design with the social network analysis approach35
The longitudinal trajectories of online engagement over a full program35
Students’ guided inquiry with simulation and its relation to school science achievement and scientific literacy35
Facilitating EFL students’ English grammar learning performance and behaviors: A contextual gaming approach35
Multivariate analysis of teachers’ digital information skills - The importance of available resources34
Predictive effects of undergraduate students’ perceptions of social, cognitive, and teaching presence on affective learning outcomes according to disciplines34
Learning from text, video, or subtitles: A comparative analysis34
Virtual reality for car-detailing skill development: Learning outcomes of procedural accuracy and performance quality predicted by VR self-efficacy, VR using anxiety, VR learning interest and flow exp34
Digital Game-Based Learning effectiveness assessment: Reflections on study design33
What matters in AI-supported learning: A study of human-AI interactions in language learning using cluster analysis and epistemic network analysis33
In-service teachers' conceptions of mobile technology-integrated instruction: Tendency towards student-centered learning33
Effects of a concept mapping-based two-tier test strategy on students’ digital game-based learning performances and behavioral patterns33
Enhancing problem-solving skills with smart personal assistant technology33
Educational technology conditions to support the development of digital age skills33
From top to bottom: How positions on different types of leaderboard may affect fully online student learning performance, intrinsic motivation, and course engagement32
How do students generate ideas together in scientific creativity tasks through computer-based mind mapping?32
Evaluation of a digital game-based reading training for German children with reading disorder32
The parents' tale: Why parents resist the educational use of smartphones at schools?32
FAQ chatbot and inclusive learning in massive open online courses32
Initial teacher training for twenty-first century skills in the Fourth Industrial Revolution (IR 4.0): A scoping review32
ICT-related behavioral factors mediate the relationship between adolescents’ ICT interest and their ICT self-efficacy: Evidence from 30 countries32
Studying interrelations of computational thinking and creativity: A scoping review (2011–2020)32
The learning behaviours of dropouts in MOOCs: A collective attention network perspective31
Examining temporal dynamics of self-regulated learning behaviors in STEM learning: A network approach31
Critical attitude and ability associated with students’ self-confidence and attitude toward “predict-observe-explain” online science inquiry learning31
Elementary teachers’ perceptions of automated feedback and automated scoring: Transforming the teaching and learning of writing using automated writing evaluation31
From the learner's perspective: A systematic review of MOOC learner experiences (2008–2021)31
The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers31
Longitudinal clustering of students’ self-regulated learning behaviors in engineering design30
MOOC discussion forums: The interplay of the cognitive and the social30
Factors associated with teachers' competence to develop students’ information literacy: A multilevel approach30
Designing digital game-based learning for professional upskilling: A systematic literature review30
“DNT LET ’EM H8 U!”: Applying the routine activity framework to understand cyberhate victimization among adolescents across eight countries30
Using a design-based research approach to develop and study a web-based tool to support collaborative learning30
Towards the successful game-based learning: Detection and feedback to misconceptions is the key30
Interplay of metacognitive experiences and performance in collaborative problem solving30
Effects of a multi-level concept mapping-based question-posing approach on students’ ubiquitous learning performance and perceptions30
The impact of video lecturers’ nonverbal communication on learning – An experiment on gestures and facial expressions of pedagogical agents30
Trends and exemplary practices of STEM teacher professional development programs in K-12 contexts: A systematic review of empirical studies30
Media comparison studies dominate comparative research on augmented reality in education30
Investigating the effects of beat and deictic gestures of a lecturer in educational videos30
A multilevel investigation of factors influencing university students’ behavioral engagement in flipped classrooms29
Teamwork competency and satisfaction in online group project-based engineering course: The cross-level moderating effect of collective efficacy and flipped instruction29
Reviewing and analyzing peer review Inter-Rater Reliability in a MOOC platform29
Expectations for supporting student engagement with learning analytics: An academic path perspective29
A systematic review of mobile learning in social studies29
Taking action to reduce dropout in MOOCs: Tested interventions29
Engagement and disengagement in online learning28
Large scale analytics of global and regional MOOC providers: Differences in learners’ demographics, preferences, and perceptions28
Contrasting levels of student engagement in blended and non-blended learning scenarios28
Design-based research on integrating learning technology tools into higher education classes to achieve active learning28
Developing an AI-based chatbot for practicing responsive teaching in mathematics28
Rural teachers’ sharing of digital educational resources: From motivation to behavior28
Moral considerations on social robots in education: A multi-stakeholder perspective28
Factors influencing students’ perceived impact of learning and satisfaction in Computer Supported Collaborative Learning28
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