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 2022-08-01 to 2026-08-01.)

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	529
Facebook post data: a primer for educational research	290
Should We account for classrooms? Analyzing online experimental data with student-level randomization	272
Implementation of the flipped classroom approach for promoting college students’ deeper learning	174
Enhancing self-regulated learning in online environments: challenges and opportunities for recommender system algorithms	150
Successful and unsuccessful mapping behaviors for learning procedural-type knowledge	84
Online professional development to support K-12 teachers’ computer science integration	83
A study of using mobile phone application in badminton teaching and learning process based on deep learning and auto-feedback-based WISER model	79
From analogy to reflective thinking: an observation-identification-analogy-based virtual learning approach	70
Taking adaptive learning in educational settings to the next level: leveraging natural language processing for improved personalization	69
Design mobile computational thinking-integrated mathematics lessons based on the 5E instructional model for primary students	68
Education and technology: elements of a relevant, comprehensive, and cumulative research agenda	66
Student engagement profiles in a mobile app: Links to self-regulated learning and performance	63
Exploring the influence of competition and collaboration on learning performance in digital game-based learning	61
Bridging cognitive and literacy gaps: designing a working memory-based reading support program for students with dyslexia	57
A two-staged SEM: artificial neural network approach for understanding and predicting the factors of students’ satisfaction with emergency remote teaching	57
Designing for actively engaging with mathematics education research in mentoring practice: a Vignette Activity Sequence approach	54
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
Factors contributing to teachers’ acceptance intention to gamified EFL tools: a scale development study	47
Transforming curriculum design with generative AI: a model for assessing teacher digital competence	47
Development research on an AI English learning support system to facilitate learner-generated-context-based learning	40
Enhancing design ldeation: comparing AIGC-engaged and traditional brainstorming in educational contexts	37
Exploring expert perceptions of creativity in instructional design: a phenomenographic study	36
Entangled eclecticism: a sociotechnical-pedagogical systems theory approach to learning experience design	36
Constructing problems in context: a synthesized model of dialectical problem-framing	35

The implementation of a group knowledge awareness tool to promote collaborative discussions in China’s higher education	34
Reflection as a social phenomenon: a conceptual framework toward group reflection research	34
Serious games in high-stakes assessment contexts: a systematic literature review into the game design principles for valid game-based performance assessment	33
Exploring the effect of computational thinking levels on students' learning performance, cognition, and behavior when using AI coding assistants	33
What I think I learned	32
Prompting scientific concept learning in augmented reality: impact of the concept map strategy on mental models and cognitive load	32
“Then You go to Snap”: Multimodal Making of Digital Comics in a Language Arts High School Classroom	31
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
A comparative study of students’ adoption and usage of mobile learning in developing countries: Tunisia, Morocco, and Libya	31