OOIR: Observatory of International Research

Papers

(The H4-Index of ETR&D-Educational Technology Research and Development is 29. 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 2021-06-01 to 2025-06-01.)

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	209
Should We account for classrooms? Analyzing online experimental data with student-level randomization	125
Successful and unsuccessful mapping behaviors for learning procedural-type knowledge	97
Elementary Students Learning Computer Programming: an investigation of their knowledge Retention, Motivation, and perceptions	86
From analogy to reflective thinking: an observation-identification-analogy-based virtual learning approach	73
Facebook post data: a primer for educational research	61
A two-staged SEM: artificial neural network approach for understanding and predicting the factors of students’ satisfaction with emergency remote teaching	51
Designing biomimetic robots: iterative development of an integrated technology design curriculum	49
Education and technology: elements of a relevant, comprehensive, and cumulative research agenda	45
Scaffolding in immersive virtual reality environments for learning English: an eye tracking study	44
Two sides of the same coin: video annotations and in-video questions for active learning	44
Design mobile computational thinking-integrated mathematics lessons based on the 5E instructional model for primary students	42
Exploring the influence of competition and collaboration on learning performance in digital game-based learning	41
Taking adaptive learning in educational settings to the next level: leveraging natural language processing for improved personalization	41
Impact of gender and prior knowledge on learning performance and motivation in a digital game-based learning biology course	40
Cross-cultural learning in virtual reality environment: facilitating cross-cultural understanding, trait emotional intelligence, and sense of presence	40
Implementation of the flipped classroom approach for promoting college students’ deeper learning	39
The impact of synchronous online discussions and online flipped learning on student engagement and self-regulation among preliminary undergraduates in a basic math course	38
Factors contributing to teachers’ acceptance intention to gamified EFL tools: a scale development study	37
Exploring the adoption of social media in self-paced physical activity in early childhood education: a case in central China	36
Preservice science teachers coding science simulations: epistemological understanding, coding skills, and lesson design	36
Learner-centric MOOC model: a pedagogical design model towards active learner participation and higher completion rates	36
Design and development of an online formative peer assessment environment with instructional scaffolds	36
Designing for robot-mediated interaction among culturally and linguistically diverse children	35
Entangled eclecticism: a sociotechnical-pedagogical systems theory approach to learning experience design	34

Development research on an AI English learning support system to facilitate learner-generated-context-based learning	30
Enhancing computational thinking skills in informatics in secondary education: the case of South Korea	29
Theoretically driven educational app design: the creation of a mathematics app	29
Correction to: Implementation of the flipped classroom approach for promoting college students’ deeper learning	29
Integrating cognition, self-regulation, motivation, and metacognition: a framework of post-pandemic flipped classroom design	29