Computers & Education

Article	Citations
A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda	821
Challenges in the online component of blended learning: A systematic review	354
The effect of using Kahoot! for learning – A literature review	230
Assessing computational thinking: A systematic review of empirical studies	230
A systematic review of learning computational thinking through Scratch in K-9	195
Chatbots for learning: A review of educational chatbots for the Facebook Messenger	194
Trends and development in technology-enhanced adaptive/personalized learning: A systematic review of journal publications from 2007 to 2017	189
Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector	179
A systematic review of research on online teaching and learning from 2009 to 2018	178
Detecting latent topics and trends in educational technologies over four decades using structural topic modeling: A retrospective of all volumes of Computers & Education	172
Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment	171
Research trends in the use of augmented reality in science education: Content and bibliometric mapping analysis	159
An overview and comparison of supervised data mining techniques for student exam performance prediction	151
Integrating augmented reality into problem based learning: The effects on learning achievement and attitude in physics education	148
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 perceptions	137
What predicts student satisfaction with MOOCs: A gradient boosting trees supervised machine learning and sentiment analysis approach	137
The effect of Augmented Reality Technology on middle school students' achievements and attitudes towards science education	136
Facilitating student engagement through the flipped learning approach in K-12: A systematic review	131
Collaboration and fuzzy-modeled personalization for mobile game-based learning in higher education	130
Coding as a playground: Promoting positive learning experiences in childhood classrooms	126
The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis	125
The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system	116
Evaluation of e-learning for medical education in low- and middle-income countries: A systematic review	108
Supporting learners' self-regulated learning in Massive Open Online Courses	108

Gamification in the classroom: Examining the impact of gamified quizzes on student learning	105
Digital competence in higher education research: A systematic literature review	104
Explaining Chinese university students’ continuance learning intention in the MOOC setting: A modified expectation confirmation model perspective	103
Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes	96
The effectiveness of traditional tools and computer-aided technologies for health and safety training in the construction sector: A systematic review	96
Cognitive load in multimedia learning environments: A systematic review	95
Understanding academics' adoption of learning technologies: A systematic review	94
Digital competencies: A review of the literature and applications in the workplace	93
Computational thinking through unplugged activities in early years of Primary Education	91
A case study of immersive virtual field trips in an elementary classroom: Students’ learning experience and teacher-student interaction behaviors	90
Effects of teacher role on student engagement in WeChat-Based online discussion learning	90
How the flipped classroom affects knowledge, skills, and engagement in higher education: Effects on students' satisfaction	90
Affective computing in education: A systematic review and future research	86
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 course	84
A systematic review of online examinations: A pedagogical innovation for scalable authentication and integrity	84
Technological environment, virtual experience, and MOOC continuance: A stimulus–organism–response perspective	82
Integration of the peer assessment approach with a virtual reality design system for learning earth science	82
Applying the SOBC paradigm to explain how social media overload affects academic performance	82
Emerging themes in e-learning: A review from the stakeholders' perspective	82
Review of ontology-based recommender systems in e-learning	81
Understanding higher education learners' acceptance and use of mobile devices for language learning: A Rasch-based path modeling approach	80
Mobile virtual reality for musical genre learning in primary education	79
Digital game-based L2 learning outcomes for primary through high-school students: A systematic literature review	77
A meta-analysis of virtual reality training programs for social skill development	77
Mapping computational thinking through programming in K-12 education: A conceptual model based on a systematic literature Review	77
Student Loneliness: The Role of Social Media Through Life Transitions	77
Teaching and learning with children: Impact of reciprocal peer learning with a social robot on children’s learning and emotive engagement	77
Signaling in virtual reality influences learning outcome and cognitive load	76
Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments	76
Computer-supported collaborative learning: An analysis of the relationship between interaction, emotional support and online collaborative tools	75
A systematic review of educational digital storytelling	75
Effectiveness of virtual reality game in foreign language vocabulary acquisition	74
Self-regulated mobile game-based English learning in a virtual reality environment	73
Increased emotional engagement in game-based learning – A machine learning approach on facial emotion detection data	73
The agency effect: The impact of student agency on learning, emotions, and problem-solving behaviors in a game-based learning environment	73
Do MOOCs contribute to student equity and social inclusion? A systematic review 2014–18	72
The polarizing effect of the online flipped classroom	70
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-efficacy	70
Does visual attention to the instructor in online video affect learning and learner perceptions? An eye-tracking analysis	70
Temporal analysis for dropout prediction using self-regulated learning strategies in self-paced MOOCs	69
Learning performance and behavioral patterns of online collaborative learning: Impact of cognitive load and affordances of different multimedia	69
Teacher development in computational thinking: Design and learning outcomes of programming concepts, practices and pedagogy	69
Engagement, disengagement and performance when learning with technologies in upper secondary school	68
EmoFindAR: Evaluation of a mobile multiplayer augmented reality game for primary school children	67
How can the digital competences of pre-service teachers be developed? Examining a case study through the lens of DigComp and DigCompEdu	67
The Influence of Values on E-learning Adoption	67
Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model	66
Is the use of ICT in education leading to higher student outcomes? Analysis from the Spanish Autonomous Communities	66
Individual motivation and social media influence on student knowledge sharing and learning performance: Evidence from an emerging economy	65

Designing sociable online learning environments and enhancing social presence: An affordance enrichment approach	64
Applications of data science to game learning analytics data: A systematic literature review	63
From dual digitalization to digital learning space: Exploring the digital transformation of higher education	62
A meta-analysis addressing the relationship between teaching presence and students’ satisfaction and learning	62
Immersive virtual reality as a tool to learn problem-solving skills	62
Fear of missing out is associated with disrupted activities from receiving smartphone notifications and surface learning in college students	61
Self-regulated learning support in flipped learning videos enhances learning outcomes	60
Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review	59
A mixed reality simulation offers strategic practice for pre-service teachers	59
Learning to code and the acquisition of computational thinking by young children	59
Augmented reality tools for sports education and training	59
Balancing cognitive complexity and gaming level: Effects of a cognitive complexity-based competition game on EFL students' English vocabulary learning performance, anxiety and behaviors	58
Impact of immersing university and high school students in educational linear narratives using virtual reality technology	57
Successful design and delivery of online professional development for teachers: A systematic review of the literature	57
Defining digital literacy development: An examination of pre-service teachers’ beliefs	55
Exploring sequences of learner activities in relation to self-regulated learning in a massive open online course	55
On the role of interaction mode and story structure in virtual reality serious games	55
The relation between students’ socioeconomic status and ICT literacy: Findings from a meta-analysis	54
Adaptive learning path recommender approach using auxiliary learning objects	54
Assessment of cognitive, behavioral, and affective learning outcomes in massive open online courses: A systematic literature review	54
Open learner models in supporting self-regulated learning in higher education: A systematic literature review	53
Learning to evaluate: An intervention in civic online reasoning	53
Can digital technologies improve students' efficiency? Exploring the role of Virtual Learning Environment and Social Media use in Higher Education	53
The effect of automated feedback on revision behavior and learning gains in formative assessment of scientific argument writing	53
Factors affecting Nigerian teacher educators’ technology integration: Considering characteristics, knowledge constructs, ICT practices and beliefs	53
Understanding smartphone usage in college classrooms: A long-term measurement study	52
An empirical study of techno-stressors, literacy facilitation, burnout, and turnover intention as experienced by K-12 teachers	51
Variability of teachers’ technology integration in the classroom: A matter of utility!	51
Automatic recognition of student emotions from facial expressions during a lecture	49
Comparing reading comprehension between children reading augmented reality and print storybooks	49
Massive LMS log data analysis for the early prediction of course-agnostic student performance	49
Profiling self-regulation behaviors in STEM learning of engineering design	49
Instructor presence in video lectures: Eye gaze matters, but not body orientation	48
Effects of a social regulation-based online learning framework on students’ learning achievements and behaviors in mathematics	48
The impact of learner-, instructor-, and course-level factors on online learning	48
A review of automated feedback systems for learners: Classification framework, challenges and opportunities	48
Assessing children's reading comprehension on paper and screen: A mode-effect study	48
Transitioning from introductory block-based and text-based environments to professional programming languages in high school computer science classrooms	48
Same benefits, different communication patterns: Comparing Children's reading with a conversational agent vs. a human partner	48
Learning analytics in European higher education—Trends and barriers	47
The effects of coding on children's planning and inhibition skills	46
Online vs traditional homework: A systematic review on the benefits to students’ performance	46
The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes	46
Automated detection of emotional and cognitive engagement in MOOC discussions to predict learning achievement	46
Computer-supported collaborative concept mapping: The effects of different instructional designs on conceptual understanding and knowledge co-construction	46
Virtual reality for fire safety training: Influence of immersion and sense of presence on conceptual and procedural acquisition	46
The mediating and buffering effect of academic self-efficacy on the relationship between smartphone addiction and academic procrastination	45
Remediating learning from non-immersive to immersive media: Using EEG to investigate the effects of environmental embeddedness on reading in Virtual Reality	45
Usage of social media, student engagement, and creativity: The role of knowledge sharing behavior and cyberbullying	45
Learning with multimedia: The effects of gender, type of multimedia learning resources, and spatial ability	45
The impact of teacher education courses for technology integration on pre-service teacher knowledge: A meta-analysis study	44
Serious games to prevent and detect bullying and cyberbullying: A systematic serious games and literature review	44
An empirical analysis of knowledge co-construction in YouTube comments	43
Using a pedagogical agent to deliver conversational style instruction: What benefits can you obtain?	43
Students’ experiences of anxiety in an assessed, online, collaborative project	43
Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced MOOC	43
Three types of integrated course designs for using mobile technologies to support creativity in higher education	43
Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis	43
A systematic review of audience response systems for teaching and learning in higher education: The student experience	43
A study of how immersion and interactivity drive VR learning	43
Investigating students' interaction patterns and dynamic learning sentiments in online discussions	42
A systematic review of the literature regarding socially assistive robots in pre-tertiary education	42
Towards a generalized competency model of collaborative problem solving	42
What to teach? Strategies for developing digital competency in preservice teacher training	42
Measuring digital literacy across three age cohorts: Exploring test dimensionality and performance differences	41
Parent-child interaction and children's learning from a coding application	41
Investigating learners' behaviors and discourse content in MOOC course reviews	41
Pre-service language teachers reflection development through online interaction in a hybrid learning course	41
Comparing synchronous and asynchronous online discussions for students with disabilities: The impact of social presence	41
Investigating the process of mine rescuers' safety training with immersive virtual reality: A structural equation modelling approach	40
Active learning with online video: The impact of learning context on engagement	40
Effects of remote labs on cognitive, behavioral, and affective learning outcomes in higher education	40
Effects of digital escape room on gameful experience, collaboration, and motivation of elementary school students	39
Can children benefit from early internet exposure? Short- and long-term links between internet use, digital skill, and academic performance	39
Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study	39
Understanding feedback in online learning – A critical review and metaphor analysis	38
A test-based approach of Modeling and Measuring Technological Pedagogical Knowledge	38
Understanding learners’ acceptance of high-immersion virtual reality systems: Insights from confirmatory and exploratory PLS-SEM analyses	38
Learning through experience: Using design based research to redesign protocols for blended synchronous learning environments	38
Lecture recordings to support learning: A contested space between students and teachers	38

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 process	38
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 analysis	38
Flipping the medical classroom: Effect on workload, interactivity, motivation and retention of knowledge	38
All the same or different? Revisiting measures of teachers' technology acceptance	37
Digital literacy and the national curriculum for England: Learning from how the experts engage with and evaluate online content	37
A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education	37
Problem- based learning in live online classes: Learning achievement, problem-solving skill, communication skill, and interaction	37
The use of Massive Open Online Courses (MOOCs) in blended learning courses and the functional value perceived by students	37
Associations between learning analytics dashboard exposure and motivation and self-regulated learning	37
Effects of a formative assessment-based contextual gaming approach on students’ digital citizenship behaviours, learning motivations, and perceptions	37
University students’ profiles of online learning and their relation to online metacognitive regulation and internet-specific epistemic justification	37
Determinants of mobile learning acceptance for STEM education in rural areas	36
The importance and meaning of session behaviour in a MOOC	36
Students matter the most in learning analytics: The effects of internal and instructional conditions in predicting academic success	36
A web-based collaborative reading annotation system with gamification mechanisms to improve reading performance	36
Using multi-platform learning analytics to compare regional and global MOOC learning in the Arab world	35
The effects of mental rotation on computational thinking	35
Learning analytics dashboards for adaptive support in face-to-face collaborative argumentation	35
Using blended synchronous classroom approach to promote learning performance in rural area	35
Making in the classroom: Longitudinal evidence of increases in self-efficacy and STEM possible selves over time	35
“Think globally, act locally”: A glocal approach to the development of social media literacy	35
Elements of Success: Supporting at-risk student resilience through learning analytics	35
More confusion and frustration, better learning: The impact of erroneous examples	35
The potential of 360-degree virtual reality videos to teach water-safety skills to children	35
The relationship between the age at first computer use and students' perceived competence and autonomy in ICT usage: A mediation analysis	35
Digital inequality at home. The school as compensatory agent	34
Key factors in MOOC pedagogy based on NLP sentiment analysis of learner reviews: What makes a hit	34
To reward and beyond: Analyzing the effect of reward-based strategies in a MOOC	33
Cyberbullying in elementary and middle school students: A systematic review	33
Learning to be better at the game: Performance vs. completion contingent reward for game-based learning	33
Team diversity as a predictor of innovation in team projects of face-to-face and online learners	33
The mediating role of digital informal learning in the relationship between students' digital competence and their academic performance	33
How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors	33
Understanding the determinants of learner engagement in MOOCs: An adaptive structuration perspective	33
The influence of technology acceptance, academic self-efficacy, and gender on academic achievement through online tutoring	32
Identifying multiple learning spaces within a single teacher-focused Twitter hashtag	32
A cognitive definition of computational thinking in primary education	32
Two decades of game concepts in digital learning environments – A bibliometric study and research agenda	32
Effects of ASQ-based flipped learning on nurse practitioner learners' nursing skills, learning achievement and learning perceptions	32
Exploring the influence of teachers' beliefs and 3D printing integrated STEM instruction on students’ STEM motivation	32
The qualitative evidence behind the factors impacting online learning experiences as informed by the community of inquiry framework: A thematic synthesis	32
On the relationships between behaviors and achievement in technology-mediated flipped classrooms: A two-phase online behavioral PLS-SEM model	32
Mobile learning and pedagogical opportunities: A configurative systematic review of PreK-12 research using the SAMR framework	32
The influence of digital educational games on preschool Children's creative thinking	31
Investigating relationships among blended synchronous learning environments, students’ motivation, and cognitive engagement: A mixed methods study	31
A multigroup analysis of factors underlying teachers’ technostress and their continuance intention toward online teaching	31
Promoting pre-class guidance and in-class reflection: A SQIRC-based mobile flipped learning approach to promoting students’ billiards skills, strategies, motivation and self-efficacy	31
Exploring student and teacher usage patterns associated with student attrition in an open educational resource-supported online learning platform	31
Children's reading comprehension and metacomprehension on screen versus on paper	31
Student teachers’ responsible use of ICT: Examining two samples in Spain and Norway	31
How we trust, perceive, and learn from virtual humans: The influence of voice quality	31
Collaborating with ‘familiar’ strangers in mobile-assisted environments: The effect of socializing activities on learning EFL writing	31
Using Internet videos to learn about controversies: Evaluation and integration of multiple and multimodal documents by primary school students	31
Can tablet apps support the learning of handwriting? An investigation of learning outcomes in kindergarten classroom	30
On the predictors of computational thinking and its growth at the high-school level	30
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 support	30
Psychological effects of gamified didactics with exergames in Physical Education at primary schools: Results from a natural experiment	30
The assessment of collaborative problem solving in PISA 2015: An investigation of the validity of the PISA 2015 CPS tasks	30
Investigating antecedents of plagiarism using extended theory of planned behavior	30
Observing 360-degree classroom videos – Effects of video type on presence, emotions, workload, classroom observations, and ratings of teaching quality	30
Development and analysis of the Elementary Student Coding Attitudes Survey	30
CO2peration – Structuring a 3D interactive digital game to improve climate literacy in the 12-13-year-old age group	30
Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills	30