OOIR: Observatory of International Research

Papers

(The H4-Index of Interactive Learning Environments is 38. 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 2022-01-01 to 2026-01-01.)

Article	Citations
Implementation effect of integrating cooperative inquiry into blended learning: analysis of students’ goal setting, task value, and well-being	423
How much is a “feedback” worth? User engagement and interaction for computer-supported adaptive quizzing	412
EW-KNN: evaluating information technology courses in high school with a non-parametric cognitive diagnosis method	369
Effects of an article-structure strategy-based spherical video-based virtual reality approach on EFL learners’ English reading comprehension and learning conceptions	301
Using English and native language storytelling strategy to teach social media skills for marketing among women okra farmers	223
The CRAFTS learning framework: equipping learners to create relevant, accessible, fun, tailored and scholarly activities in higher education	180
Efficiency of blended learning of calculus content during the Covid19 crisis	151
Using game-based learning to teach young people about privacy and online safety	124
The problem-based approach in online music education: how to teach students to control singing with piano accompaniment?	101
Personalized learning in a perforce single-student environment: the role of self-efficacy and self-regulation	96
The gamer psychology: a psychological perspective on game design and gamification	88
Unlocking the digital world: empowering seniors via lifelong learning through digital technology	87
Using mobile technology acceptance model to explore the satisfaction and continuous use of live streaming for training	85
How to improve drivers’ hazard perception ability? an interactive training method based on VR technology and the Unity 3D Platform	79
Exploring the influential factors and key dimensions of AI information literacy among high school students: a social-ecological perspective	72
Improving students’ creativity in familiar versus unfamiliar mobile-assisted language learning environments	70
Individuals in a group: exploring engagement patterns via within-group configurations of role profiles and their impact on performance in collaborative problem solving	69
Digital interdisciplinary training methods: Web and VR-assisted incorporation of dance, piano and erhu into integrated arts education	67
BIM associated with virtual and augmented reality resources in an educational context: a systematic literature review	67
A meta-analysis of the impact of virtual experiments on students’ development	57
A meta-thematic analysis of using technology-mediated gamification tools in the learning process	54
Task motivation enhances creative performance in online groups, but not interpersonal interaction	53
Analyzing and addressing the trust crisis in digital space education: restoration strategies based on causes	50
Exploring maternal perceptions of critical digital engagement practices in Iranian children	49
AI integration in EFL teacher development: a mixed-methods evaluation of digital competency, professional trajectories, and pedagogical innovation within adaptive learning ecosystems	48

Enhancing perspective-taking and empathy in children with autism spectrum disorder through asymmetric VR games and peer collaboration	48
The effectiveness of VR environment on primary and secondary school students’ learning performance in science courses	46
Strategies for enhancing online flipped learning: a systematic review of empirical studies during the COVID-19 pandemic	46
Robots facilitate self-talk: effects on ownership, self-efficacy, and learning performance	46
AI-facilitated reflective practice in physical education: an auto-assessment and feedback approach	45
How peer feedback with regulation scripts contributes to the development of critical thinking in dialogues: strengthening cognitive and affective feedback content	43
Personalised gamification enhances student participation but produces mixed effects on emotional and cognitive engagements: a systematic review	42
Understanding emotions in English Language learning in virtual worlds	41
Preschoolers’ initial planning time on problem-solving performance across task difficulties: insights from intelligent tutoring mobile application log data	40
Diagnostic classification modeling of EFL learners’ online learning performances during COVID-19 pandemic: individual vs. interactive learning	39
Digital school or online game? Factors determining 3D virtual worlds in language classrooms for pre-service teachers	39
Determinants associated with an effective online learning system of a teachers’ training college in Awi Zone, Ethiopia during the COVID-19 pandemic	38
Virtual reality scenarios to reduce stress of assessment in university students: gender perspective guidelines	38