OOIR: Observatory of International Research

Papers

(The H4-Index of Learning and Instruction is 32. 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 2020-03-01 to 2024-03-01.)

Article	Citations
Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments	157
Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling	117
Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement	100
Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis	81
Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans	75
Supporting groups’ emotion and motivation regulation during collaborative learning	69
What changes, and for whom? A study of the impact of learning analytics-based process feedback in a large course	62
Searching for the role of emotions in e-learning	62
Using mobile devices to enhance inquiry-based learning processes	59
How are students’ emotions related to the accuracy of cognitive and metacognitive processes during learning with an intelligent tutoring system?	57
What multimodal data can tell us about the students’ regulation of their learning process?	51
Emotional design for digital games for learning: The effect of expression, color, shape, and dimensionality on the affective quality of game characters	48
Students’ emotions of enjoyment and boredom and their use of cognitive learning strategies – How do they affect one another?	48
Opening up the black box: Teacher competence, instructional quality, and students’ learning progress	48
Understanding and measuring emotions in technology-rich learning environments	45
The inattentive on-screen reading: Reading medium affects attention and reading comprehension under time pressure	45
Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement	45
Emotions are the experiential glue of learning environments in the 21st century	42
Fostering positive emotions and history knowledge with location-based augmented reality and tour-guide prompts	41
Emotions in medical education: Examining the validity of the Medical Emotion Scale (MES) across authentic medical learning environments	40
Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career	40
Learning by explaining orally or in written form? Text complexity matters	38
The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories	38
Self-efficacy and performance feedback: Impacts on cognitive load during creative thinking	37
Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions	36

Gendered pathways from academic performance, motivational beliefs, and school burnout to adolescents’ educational and occupational aspirations	35
What can moment-by-moment learning curves tell about students’ self-regulated learning?	34
High school students’ feelings: Discoveries from a large national survey and an experience sampling study	34
Learning by writing explanations: Is explaining to a fictitious student more effective than self-explaining?	33
Teacher self-efficacy and enthusiasm: Relations to changes in student-perceived teaching quality at the beginning of secondary education	33
Effectiveness of private tutoring during secondary schooling in Germany: Do the duration of private tutoring and tutor qualification affect school achievement?	33
Modeling temporal self-regulatory processing in a higher education biology course	33