OOIR: Observatory of International Research

Papers

(The H4-Index of Learning and Instruction is 31. 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 2020-11-01 to 2024-11-01.)

Article	Citations
Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments	187
Supporting groups’ emotion and motivation regulation during collaborative learning	79
Opening up the black box: Teacher competence, instructional quality, and students’ learning progress	75
What changes, and for whom? A study of the impact of learning analytics-based process feedback in a large course	73
Searching for the role of emotions in e-learning	72
How are students’ emotions related to the accuracy of cognitive and metacognitive processes during learning with an intelligent tutoring system?	69
What multimodal data can tell us about the students’ regulation of their learning process?	58
Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement	58
The inattentive on-screen reading: Reading medium affects attention and reading comprehension under time pressure	56
Emotional design for digital games for learning: The effect of expression, color, shape, and dimensionality on the affective quality of game characters	56
The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories	55
Emotions are the experiential glue of learning environments in the 21st century	53
Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions	49
Understanding and measuring emotions in technology-rich learning environments	48
Self-efficacy and performance feedback: Impacts on cognitive load during creative thinking	47
Emotions in medical education: Examining the validity of the Medical Emotion Scale (MES) across authentic medical learning environments	45
Fostering positive emotions and history knowledge with location-based augmented reality and tour-guide prompts	44
Implicit measures of teachers' attitudes and stereotypes, and their effects on teacher practice and student outcomes: A review	42
Learning by writing explanations: Is explaining to a fictitious student more effective than self-explaining?	40
Teacher self-efficacy and enthusiasm: Relations to changes in student-perceived teaching quality at the beginning of secondary education	40
Students’ growth mindset: Relation to teacher beliefs, teaching practices, and school climate	39
Need-supportive teaching and student engagement in the classroom: Comparing the additive, synergistic, and global contributions	39
Modeling temporal self-regulatory processing in a higher education biology course	36
What can moment-by-moment learning curves tell about students’ self-regulated learning?	36
The role of teachers' instrumental and emotional support in students' academic buoyancy, engagement, and academic skills: A study of high school and elementary school students in different national co	35

Examining the interplay of affect and self regulation in the context of clinical reasoning	34
The development of school well-being in secondary school: High academic buoyancy and supportive class- and school climate as buffers	34
Positive teacher-student relationships may lead to better teaching	33
Research on situated motivation and emotion: Progress and open problems	32
Do teachers' achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences	32
Revisiting “The Power of Feedback” from the perspective of the learner	31
The reciprocal relations among basic psychological need satisfaction at school, positivity and academic achievement in Chinese early adolescents	31
Temporal and adaptive processes of regulated learning - What can multimodal data tell?	31
The development of peer networks and academic performance in learning communities in higher education	31
Observational, student, and teacher perspectives on interpersonal teacher behavior: Shared and unique associations with teacher and student emotions	31
Novice and expert teachers’ noticing of classroom management in whole-group and partner work activities: Evidence from teachers' gaze and identification of events	31