OOIR: Observatory of International Research

Papers

(The H4-Index of ETR&D-Educational Technology Research and Development 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.)

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	194
Should We account for classrooms? Analyzing online experimental data with student-level randomization	112
Successful and unsuccessful mapping behaviors for learning procedural-type knowledge	95
Elementary Students Learning Computer Programming: an investigation of their knowledge Retention, Motivation, and perceptions	81
From analogy to reflective thinking: an observation-identification-analogy-based virtual learning approach	68
Facebook post data: a primer for educational research	63
A two-staged SEM: artificial neural network approach for understanding and predicting the factors of students’ satisfaction with emergency remote teaching	60
Two sides of the same coin: video annotations and in-video questions for active learning	49
Designing biomimetic robots: iterative development of an integrated technology design curriculum	47
Cross-cultural learning in virtual reality environment: facilitating cross-cultural understanding, trait emotional intelligence, and sense of presence	43
Implementation of the flipped classroom approach for promoting college students’ deeper learning	42
Exploring the influence of competition and collaboration on learning performance in digital game-based learning	41
Impact of gender and prior knowledge on learning performance and motivation in a digital game-based learning biology course	40
Scaffolding in immersive virtual reality environments for learning English: an eye tracking study	40
Education and technology: elements of a relevant, comprehensive, and cumulative research agenda	40
Taking adaptive learning in educational settings to the next level: leveraging natural language processing for improved personalization	38
The impact of synchronous online discussions and online flipped learning on student engagement and self-regulation among preliminary undergraduates in a basic math course	36
Entangled eclecticism: a sociotechnical-pedagogical systems theory approach to learning experience design	36
Learner-centric MOOC model: a pedagogical design model towards active learner participation and higher completion rates	35
Factors contributing to teachers’ acceptance intention to gamified EFL tools: a scale development study	34
Design and development of an online formative peer assessment environment with instructional scaffolds	34
Exploring the adoption of social media in self-paced physical activity in early childhood education: a case in central China	34
Preservice science teachers coding science simulations: epistemological understanding, coding skills, and lesson design	33
Designing for robot-mediated interaction among culturally and linguistically diverse children	33
A review of how class orchestration with technology has been conducted for pedagogical practices	32

Development research on an AI English learning support system to facilitate learner-generated-context-based learning	31
Correction to: Implementation of the flipped classroom approach for promoting college students’ deeper learning	29
Reflection as a social phenomenon: a conceptual framework toward group reflection research	29
Factors influencing university teachers’ use of a mobile technology-enhanced teaching (MTT) platform	28
Development and validation of a measure of authentic online work	28