OOIR: Observatory of International Research

Papers

(The H4-Index of ETR&D-Educational Technology Research and Development 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 2022-06-01 to 2026-06-01.)

Article	Citations
Exploring the influence of favorite projects on programming skill improvement: analyzing the longitudinal dataset of 5 years of public activity on scratch social media	466
Elementary Students Learning Computer Programming: an investigation of their knowledge Retention, Motivation, and perceptions	260
Education and technology: elements of a relevant, comprehensive, and cumulative research agenda	243
Facebook post data: a primer for educational research	164
Should We account for classrooms? Analyzing online experimental data with student-level randomization	139
Implementation of the flipped classroom approach for promoting college students’ deeper learning	116
Successful and unsuccessful mapping behaviors for learning procedural-type knowledge	76
Student engagement profiles in a mobile app: Links to self-regulated learning and performance	74
From analogy to reflective thinking: an observation-identification-analogy-based virtual learning approach	69
A two-staged SEM: artificial neural network approach for understanding and predicting the factors of students’ satisfaction with emergency remote teaching	65
Design mobile computational thinking-integrated mathematics lessons based on the 5E instructional model for primary students	64
Exploring the influence of competition and collaboration on learning performance in digital game-based learning	62
A study of using mobile phone application in badminton teaching and learning process based on deep learning and auto-feedback-based WISER model	61
Enhancing self-regulated learning in online environments: challenges and opportunities for recommender system algorithms	61
Taking adaptive learning in educational settings to the next level: leveraging natural language processing for improved personalization	60
Enhancing design ldeation: comparing AIGC-engaged and traditional brainstorming in educational contexts	59
Preservice science teachers coding science simulations: epistemological understanding, coding skills, and lesson design	57
Exploring expert perceptions of creativity in instructional design: a phenomenographic study	55
The impact of synchronous online discussions and online flipped learning on student engagement and self-regulation among preliminary undergraduates in a basic math course	52
Designing for actively engaging with mathematics education research in mentoring practice: a Vignette Activity Sequence approach	52
Development research on an AI English learning support system to facilitate learner-generated-context-based learning	50
Design and development of an online formative peer assessment environment with instructional scaffolds	47
Factors contributing to teachers’ acceptance intention to gamified EFL tools: a scale development study	46
Entangled eclecticism: a sociotechnical-pedagogical systems theory approach to learning experience design	44
Constructing problems in context: a synthesized model of dialectical problem-framing	40

What I think I learned	37
Integrating cognition, self-regulation, motivation, and metacognition: a framework of post-pandemic flipped classroom design	35
Correction to: Implementation of the flipped classroom approach for promoting college students’ deeper learning	32
Instructional design for tutoring on interactive platforms: creating educational interventions overcoming the digital gap	32
The effects of reading prompts and of post-reading generative learning tasks on multiple document integration: evidence from concept network analysis	31
The effect of cumulative eye movements’ guidance of experts on transition from novice to expert	31