Australasian Journal of Educational Technology

Papers
(The H4-Index of Australasian Journal of Educational Technology is 17. 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 2020-03-01 to 2024-03-01.)
ArticleCitations
Sentiment evolution with interaction levels in blended learning environments: Using learning analytics and epistemic network analysis53
What is the metaverse? Definitions, technologies and the community of inquiry47
Not just digital natives: Integrating technologies in professional education contexts38
Gamification during Covid-19: Promoting active learning and motivation in higher education30
Measuring university students’ technostress in technology-enhanced learning: Scale development and validation29
What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation29
Digital game-based learning of information literacy: Effects of gameplay modes on university students’ learning performance, motivation, self-efficacy and flow experiences28
Smart classroom environments affect teacher-student interaction: Evidence from a behavioural sequence analysis26
Students’ sense-making of personalised feedback based on learning analytics25
Mobile-assisted language learning through learning analytics for self-regulated learning (MALLAS): A conceptual framework24
TPACK – time to reboot?24
The relationship between mobile learning and self-regulated learning: A systematic review23
Self-regulation strategies in blended learning environments in higher education: A systematic review21
Review of smart learning: Patterns and trends in research and practice20
Critical success factors for implementing learning analytics in higher education: A mixed-method inquiry20
Predicting mobile learning acceptance: An integrated model and empirical study based on higher education students' perceptions19
Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom18
Influence of the NAO robot as a teaching assistant on university students’ vocabulary learning and attitudes17
The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment17
On the use of flipped classroom across various disciplines: Insights from a second-order meta-analysis17
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