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 2021-05-01 to 2025-05-01.)
ArticleCitations
From experience to empathy: An empathetic VR-based learning approach to improving EFL learners’ empathy and writing performance286
Profiles of ICT identity and their associations with female high school students’ intention to study and work in ICT: A mixed-methods approach257
Investigating co-teaching presence and its impact on student engagement: A mixed-method study on the blended synchronous classroom216
Using 360-degree video to explore teachers' professional noticing208
Exploring interactive behaviours of urban and rural teachers in blended synchronous classrooms: Insights from a proposed interaction analysis framework171
Assessment of user experience in video-based learning environments: From design guidelines to final product171
Developing a plugged-in class observation protocol in high-school blended STEM classes: Student engagement, teacher behaviors and student-teacher interaction patterns166
Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the middle east159
Utilizing virtual reality to assist social competence education and social support for children from under-represented backgrounds152
Learning to code and the acquisition of computational thinking by young children139
Artificial intelligence for teaching and learning in schools: The need for pedagogical intelligence125
The strength and direction of the difficulty adaptation affect situational interest in game-based learning122
Online peer feedback via Moodle forum: Implications for longitudinal feedback design and feedback quality116
Developing an AI-based chatbot for practicing responsive teaching in mathematics113
Associations of different types of informal teacher learning with teachers’ technology integration intention107
An epistemic curiosity-evoking model for immersive virtual reality narrative reading: User experience and the interaction among epistemic curiosity, transportation, and attitudinal learning105
Editorial Board103
Grade-based similarity prevails in online course forums at scale99
Attitude and peer norm predict how students use lecture recordings96
Editorial Board96
Guiding student learning in video lectures: Effects of instructors’ emotional expressions and visual cues95
Editorial Board93
Team interactions with learning analytics dashboards92
Coding in the cot? Factors influencing 0–17s’ experiences with technology and coding in the United Kingdom92
Relations between academic boredom, academic achievement, ICT use, and teacher enthusiasm among adolescents92
Investigating effects of computer-mediated feedback on L2 vocabulary learning91
Information and digital technology-assisted interventions to improve intercultural competence: A meta-analytical review91
What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information85
Two decades of game concepts in digital learning environments – A bibliometric study and research agenda83
Classroom management competency enhancement for student teachers using a fully immersive virtual classroom80
Assessing digital self-efficacy: Review and scale development80
Media comparison studies dominate comparative research on augmented reality in education79
Formation mechanism of popular courses on MOOC platforms: A configurational approach78
Peer assessment methodology of open-ended assignments: Insights from a two-year case study within a university course using novel open source system78
Student- versus teacher-generated explanations for answers to online multiple-choice questions: What are the differences?78
Quality over frequency in using digital technology: Measuring the experienced functional use76
Technological support to foster students’ artificial intelligence ethics: An augmented reality-based contextualized dilemma discussion approach75
Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study75
The qualitative evidence behind the factors impacting online learning experiences as informed by the community of inquiry framework: A thematic synthesis75
Impact of smart classrooms combined with student-centered pedagogies on rural students’ learning outcomes: Pedagogy and duration as moderator variables74
Linking self-report and process data to performance as measured by different assessment types73
Prompting in-depth learning in immersive virtual reality: Impact of an elaboration prompt on developing a mental model71
A review study on eye-tracking technology usage in immersive virtual reality learning environments71
Application of cluster analysis to identify different reader groups through their engagement with a digital reading supplement71
Mastery experiences in immersive virtual reality promote pro-environmental waste-sorting behavior71
Cultural implications in the acceptability of game-based learning69
Offline and online user experience of gamified robotics for introducing computational thinking: Comparing engagement, game mechanics and coding motivation68
Editorial Board67
Open Data Interface (ODI) for secondary school education66
Identity profile of young people experiencing a sense of risk on the internet: A data mining application of decision tree with CHAID algorithm66
“You might as well just all agree with each other:”An initial study of cyberbullying victims’ social presence in online discussions66
How instructional context can impact learning with educational technology: Lessons from a study with a digital learning game65
Pre-class video watching fosters achievement and knowledge retention in a flipped classroom65
From dual digitalization to digital learning space: Exploring the digital transformation of higher education64
The relationship between self-regulated student use of a virtual learning environment for algebra and student achievement: An examination of the role of teacher orchestration64
Editorial Board63
Analysis and discovery of procrastination patterns in a language learning MOOC61
Corrigendum to “Factors influencing students’ perceived impact of learning and satisfaction in Computer Supported Collaborative Learning” [Computers & Education 174 (2021) 104310]61
Investigating the impact of research-based professional development on teacher learning and classroom practice: Findings from computer science education61
Innovative ongoing support within a multifaceted computational thinking professional learning program improves teachers’ self-efficacy and classroom practices60
Using sequence mining to study students’ calculator use, problem solving, and mathematics achievement in the National Assessment of Educational Progress (NAEP)60
Identifying regulation profiles during computer-supported collaborative learning and examining their relation with students' performance, motivation, and self-efficacy for learning59
Examining ICT attitudes, use and support in blended learning settings for students’ reading performance: Approaches of artificial intelligence and multilevel model59
The impact of esports participation on the development of 21st century skills in youth: A systematic review59
When barriers are not an issue: Tracing the relationship between hindering factors and technology use in secondary schools across Europe59
Validating a computational thinking concepts test for primary education using item response theory: An analysis of students’ responses59
A study of motivations, behavior, and contributions quality in online communities of teachers: A data analytics approach58
How pedagogical agents communicate with students: A two-phase systematic review58
High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter?57
Remote learning experiences of girls, boys and non-binary students57
Exploring empathy in cyberbullying with serious games57
Digital ethnography of an online professional learning community based on WeChat for Chinese early childhood teachers56
Editorial Board56
Investigating relationships among blended synchronous learning environments, students’ motivation, and cognitive engagement: A mixed methods study56
Editorial Board56
Learning analytics and the Universal Design for Learning (UDL): A clustering approach54
Corrigendum to “Teacher professional identity and the nature of technology integration” [Comput. Educ. 175 (2021) 104314]54
Using multiple, dynamically linked representations to develop representational competency and conceptual understanding of the earthquake cycle54
Contrasting levels of student engagement in blended and non-blended learning scenarios53
Examining the dynamics of knowledge convergence in online learning context: A network perspective53
The role of feedback and guidance as intervention methods to foster computational thinking in educational robotics learning activities for primary school52
Critical attitude and ability associated with students’ self-confidence and attitude toward “predict-observe-explain” online science inquiry learning52
Interpreting log data through the lens of learning design: Second-order predictors and their relations with learning outcomes in flipped classrooms51
Associations between mind wandering, viewer interactions, and the meaningful structure of educational videos51
Cognitive-motivational engagement in ICT mediates the effect of ICT use on academic achievements: Evidence from 52 countries50
High heels, compass, spider-man, or drug? Metaphor analysis of generative artificial intelligence in academic writing49
ChatGPT improves creative problem-solving performance in university students: An experimental study49
Effects of online whiteboard-based collaborative argumentation scaffolds on group-level cognitive regulations, written argument skills and regulation patterns49
Do feedback strategies improve students’ learning gain?-Results of a randomized experiment using polling technology in physics classrooms49
Exploring teacher immediacy-(non)dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students49
Predicting preservice teachers' intention to use technology-enabled learning49
How do social presence and active learning in synchronous and asynchronous online classes relate to students’ perceived course gains?48
Editorial Board47
Students’ active cognitive engagement with instructional videos predicts STEM learning47
Effectiveness of a three-dimensional-printing curriculum: Developing and evaluating an elementary school design-oriented model course47
Demystifying the personal and social forces behind school digital transformation: An analysis of the job demands and resources theory through school leaders47
Editorial Board47
Understanding the gender divide in digital literacy in four European countries: A comprehensive decomposition analysis using unconditional quantile regression47
Virtual vs. traditional learning in higher education: A systematic review of comparative studies46
Using scaffolded feedforward and peer feedback to improve problem-based learning in large classes46
iVisit-Collaborate: Collaborative problem-solving in multiuser 360-degree panoramic site visits46
Stressed or engaged? Addressing the mixed significance of physiological activity during constructivist learning45
Digital competence test for learning in schools: Development of items and scales45
The effectiveness of personalized technology-enhanced learning in higher education: A meta-analysis with association rule mining44
Problem- based learning in live online classes: Learning achievement, problem-solving skill, communication skill, and interaction44
Collaborative activities in hybrid learning environments: Exploring teacher orchestration load and students’ perceptions43
Effect of student responsiveness to instructional innovation on student engagement in semi-synchronous online learning environments: The mediating role of personal technological innovativeness and per43
Reducing interpretative ambiguity in an educational environment with ChatGPT43
Unveiling joint attention dynamics: Examining multimodal engagement in an immersive collaborative astronomy simulation42
Reviewer, essay, and reviewing-process characteristics that predict errors in web-based peer review42
Pedagogical discourse markers in online algebra learning: Unraveling instructor's communication using natural language processing42
Identifying supportive student factors for mindset interventions: A two-model machine learning approach41
Virtual companionship or flesh and blood: The effects of study-with-me (SWM) videos on learners’ intrinsic motivation, perceived pressure, and performance40
A multilevel investigation into teacher-supported student use of technology in East Asian classroom: Examining teacher and school characteristics40
A systematic review of the use of log-based process data in computer-based assessments40
Development and techniques in learner model in adaptive e-learning system: A systematic review40
Validating a collaborative problem-solving assessment tool across educational stages40
Empowering the collective reflection-based argumentation mapping strategy to enhance students’ argumentative speaking39
In-service teachers' conceptions of mobile technology-integrated instruction: Tendency towards student-centered learning38
Children's social interactions within a socioenactive scenario38
Learners don't know best: Shedding light on the phenomenon of the K-12 MOOC in the context of information literacy38
Redesigning mathematics preservice teachers’ preparation for teaching with technology: A qualitative cross-case analysis using TPACK lenses38
Investigating the effect of nudges for improving comment quality in active video watching38
Touchscreen apps for child creativity: An evaluation of creativity apps designed for young children38
Fail or pass? Investigating learning experiences and interactive roles in MOOC discussion board37
Patterns of cognitive returns to Information and Communication Technology (ICT) use of 15-year-olds: Global evidence from a Hierarchical Linear Modeling approach using PISA 201837
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 exp37
Digital Game-Based Learning effectiveness assessment: Reflections on study design36
Visual search patterns, information selection strategies, and information anxiety for online information problem solving36
What is “technology integration” and how is it measured in K-12 education? A systematic review of survey instruments from 2010 to 202136
The influence of task-value scaffolding in a predictive learning analytics dashboard on learners' statistics anxiety, motivation, and performance36
Educational digital inequality: A meta-analysis of the relationship between digital device use and academic performance in adolescents36
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 process35
Peer feedback to support collaborative knowledge improvement: What kind of feedback feed-forward?35
Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills35
Adolescent user behaviors on short video application, cognitive functioning and academic performance35
Effectiveness of online regulation scaffolds on peer feedback provision and uptake: A mixed methods study35
A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education35
Effects of two computer-based interventions on reading comprehension: Does strategy instruction matter?35
Understanding what determines university students’ behavioral engagement in a group-based flipped learning context35
Video outperforms illustrated text: Do old explanations for the modality effect apply in a learner-paced fifth-grade classroom context?34
The use and effects of incentive systems on learning and performance in educational games34
Editorial Board34
Editorial Board34
Feasibility of adaptive teaching with technology: Which implementation conditions matter?34
Task-value motivational prompts in a descriptive dashboard can increase anxiety among anxious learners34
Exploring the factors influencing teachers’ instructional data use with electronic data systems34
When the whole is greater than the sum of its parts: Combining real and virtual experiments in science education33
“Development and validation of the ICAP Technology Scale to measure how teachers integrate technology into learning activities”33
Learning communities, social media, and learning performance: Transactive memory system perspective32
Investigating the effectiveness of emotional design principle to attenuate ego depletion effect31
Leveraging process data to assess adults’ problem-solving skills: Using sequence mining to identify behavioral patterns across digital tasks31
A cross-group comparison study of the effect of interaction on satisfaction in online learning: The parallel mediating role of academic emotions and self-regulated learning31
Advancing young students’ computational thinking: An investigation of structured curriculum in early years primary schooling31
Misinformation Is Contagious: Middle school students learn how to evaluate and share information responsibly through a digital game30
The role of perspective-taking on empowering the empathetic behavior of educators in VR-based training sessions: An experimental evaluation30
EdTech Context Inventory: Factor analyses for ten instruments to measure edtech implementation context features30
Embodying nature in immersive virtual reality: Are multisensory stimuli vital to affect nature connectedness and pro-environmental behaviour?30
What matters in AI-supported learning: A study of human-AI interactions in language learning using cluster analysis and epistemic network analysis30
Learning analytics on video-viewing engagement in a flipped statistics course: Relating external video-viewing patterns to internal motivational dynamics and performance30
Comparing the effects of intelligent personal assistant-human and human-human interactions on EFL learners’ willingness to communicate beyond the classroom30
Diverse approaches to learning with immersive Virtual Reality identified from a systematic review30
Using learning analytics with temporal modeling to uncover the interplay of before-class video viewing engagement, motivation, and performance in an active learning context30
Improving the efficiency of remote conference tool use for distance learning in higher education: A kano based approach29
In search of adequate models of Pedagogy29
Can teaching simulations in a virtual classroom help trainee teachers to develop oral communication skills and self-efficacy? A randomized controlled trial.29
Editorial Board29
How instructors influence learning with instructional videos - The importance of professional appearance and communication29
Editorial Board29
Predicting problem-solving success in an office simulation applying N-grams and a random forest to behavioral process data29
Editorial Board29
Editorial Board29
Comparison of children's social problem-solving skills who play videogames and traditional games: A cross-cultural study28
Effects of reading medium on the processing, comprehension, and calibration of adolescent readers28
The role of smartphones in college students’ mind-wandering during learning28
Digital versus paper-based foreign-language vocabulary learning and testing: A study-test medium congruency effect28
Teachers as digital composers: Designing digital jumpstarts to scaffold for emerging bilingual learners28
Pushing the button: Why do learners pause online videos?28
Science teachers can teach computational thinking through distributed expertise28
The synergistic effects in an AI-supported online scientific argumentation learning environment28
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