OOIR: Observatory of International Research

Papers

(The H4-Index of Journal of Research on Technology in Education is 23. 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
Collaborative video production and middle school student collaboration, engagement, and interest	150
Ready for a technology future? Chinese preservice preschool teachers’ technological pedagogical content knowledge and its predicting factors	59
Training educators to use eCoaching to deliver behavior specific praise for math instruction: a randomized controlled trial	56
Using instructive simulations to teach young students simple science concepts: Evidence from electricity content	54
Implicit bias in large language models: Experimental proof and implications for education	47
The impact of technology integration courses on preservice teacher attitudes and beliefs: A meta-analysis of teacher education research from 2007–2017	44
Examining changes in teachers’ perceptions of external and internal barriers in their integration of educational digital resources in K-12 classrooms	41
Facilitating pre-service teachers’ instructional design and higher-order thinking with generative AI: an integrated approach with the peer assessment and concept map	35
K-12 teacher readiness for flipped foreign language teaching: scale development and validation	33
Altering the playback speed of recorded lectures as a learning technique: Examining student practices, motivations, and beliefs	32
Revisiting contextual relevance: pedagogical agent appearance	31
Students’ affective engagement, parental involvement, and teacher support in emergency remote teaching during the COVID-19 pandemic: Evidence from a cross-sectional survey in China	31
Enhancing 21st-century competencies via virtual reality digital content creation	29
The effect of peer assessment-based collaborative concept mapping on pre-service teachers’ perceptions on smart learning environments	28
Psychosocial processes and human desire: an inconvenient truth about online misinformation	28
Embodied learning for computational thinking in early primary education	28
Prompt text classifications with transformer models! An exemplary introduction to prompt-based learning with large language models	27
Questioning the why and the how: Collective transformative agency of experienced teachers co-designing a justice-oriented high school introductory computing program	27
Learning in virtual student teams: an examination of shared leadership	25
In-service teachers’ (mis)conceptions of artificial intelligence in K-12 science education	24
Engaging learners in the emergency transition to online learning during the COVID-19 pandemic	24
Supporting new online instructors and engaging remote learners during COVID-19: a distributed team teaching approach	23
Two decades in the making: A scoping review on research on digital making and its potential for digital empowerment in non-formal settings	23