OOIR: Observatory of International Research

Papers

(The median citation count of International Journal of Educational Technology in Higher Education is 12. 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 2021-10-01 to 2025-10-01.)

Article	Citations
Desirable and realistic futures of the university: a mixed-methods study with teachers in Denmark	857
“Scarlet Cloak and the Forest Adventure”: a preliminary study of the impact of AI on commonly used writing tools	698
What rationale would work? Unfolding the role of learners’ attitudes and motivation in predicting learning engagement and perceived learning outcomes in MOOCs	655
Risk management strategy for generative AI in computing education: how to handle the strengths, weaknesses, opportunities, and threats?	399
Qualitatively different teacher experiences of teaching with generative artificial intelligence	385
Social anxiety in digital learning environments: an international perspective and call to action	356
Evidence of the role of presence in enhancing engagement in virtual learning environments via psychological ownership and flow: a dual PLS-neural network approach	284
Towards teaching-sensitive technology: a hermeneutic analysis of higher education teaching	236
Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures	219
Shifting online during COVID-19: A systematic review of teaching and learning strategies and their outcomes	217
Flipped classroom in higher education: a systematic literature review and research challenges	196
Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others?	193
Understanding college students’ test anxiety in asynchronous online courses: the mediating role of emotional engagement	180
Intelligent teaching analytics for collaborative reflection: investigating pre-service teachers’ perceptions, experiences and shared regulation processes	175
Assessing and developing college students’ digital learning power: an empirical study based on questionnaire survey in a Chinese university	166
Multi-level analyses of distance education capacity, faculty members’ adaptation, and indicators of student satisfaction in higher education during COVID-19 pandemic	149
Insights from a randomized controlled trial of flipped classroom on academic achievement: the challenge of student resistance	148
Interactions with generative AI chatbots: unveiling dialogic dynamics, students’ perceptions, and practical competencies in creative problem-solving	134
Empowering students’ agentive engagement through formative assessment in online learning environment	124
An early warning system to identify and intervene online dropout learners	117
Educational chatbots for project-based learning: investigating learning outcomes for a team-based design course	108
The impact of a virtual teaching assistant (chatbot) on students' learning in Ghanaian higher education	102
Feedback sources in essay writing: peer-generated or AI-generated feedback?	98
Reflexive pedagogy at the heart of educational digital transformation in Latin American higher education institutions	97
Navigating the digital learning landscape: insights into ethical dilemmas and academic misconduct among university students	97

The university students’ self-regulated effort, flexibility and satisfaction in distance education	95
Focused self-explanation prompts and segmenting foster pre-service teachers’ professional vision - but only during training!	88
(No) Hope for the future? A design agenda for rewidening and rewilding higher education with utopian imagination	86
Exploring the roles of information search and information evaluation literacy and pre-service teachers’ ICT self-efficacy in teaching	80
Prompt engineering in higher education: a systematic review to help inform curricula	76
The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology	74
ChatGPT awareness, acceptance, and adoption in higher education: the role of trust as a cornerstone	70
Comparison of generative AI performance on undergraduate and postgraduate written assessments in the biomedical sciences	69
Simple techniques to bypass GenAI text detectors: implications for inclusive education	65
A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy	65
The more the better? Comparing two SQD-based learning designs in a teacher training on augmented and virtual reality	64
Learning from success stories when using eLearning and bLearning modalities in higher education: a meta-analysis and lessons towards digital educational transformation	63
Exploring nontraditional graduate students' online engagement: an instrumental case study of learners’ perceptions of purposefully designed activities	57
Developing a gamified artificial intelligence educational robot to promote learning effectiveness and behavior in laboratory safety courses for undergraduate students	55
A scoping review on how generative artificial intelligence transforms assessment in higher education	55
Acceptance of artificial intelligence among pre-service teachers: a multigroup analysis	55
Investigating relationships between community of inquiry perceptions and attitudes towards reading circles in Chinese blended EFL learning	54
Exploring the relationship between computational thinking and learning satisfaction for non-STEM college students	53
Artificial intelligence in higher education: exploring faculty use, self-efficacy, distinct profiles, and professional development needs	50
Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies	50
Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior	49
The good, bad, and ugly of comment prompts: Effects on length and helpfulness of peer feedback	48
Examining situational interest and its relationship with self-efficacy in asynchronous and synchronous video lectures	48
Effect of Gamified, Mobile, Cloud-Based Learning Management System (GMCLMS) on student engagement and achievement	47
Dropout prediction and decision feedback supported by multi temporal sequences of learning behavior in MOOCs	45
Exploring the relationships between interaction measures and learning outcomes through social network analysis: the mediating role of social presence	44
A snapshot in time: the next new normal and micro-credentials	44
Rethinking assessment strategies to improve authentic representations of learning: using blogs as a creative assessment alternative to develop professional skills	43
Adaptive e-learning environment based on learning styles and its impact on development students' engagement	42
The use of technology in higher education teaching by academics during the COVID-19 emergency remote teaching period: a systematic review	42
Unveiling the dynamics and impact of emotional presence in collaborative learning	42
Beyond learning with cold machine: interpersonal communication skills as anthropomorphic cue of AI instructor	42
Interactive effects of scaffolding digital game-based learning and cognitive style on adult learners’ emotion, cognitive load and learning performance	39
The identity changes in online learning and teaching: instructors, learners, and learning management systems	38
The digital competence of academics in higher education: is the glass half empty or half full?	37
Interactions with educational chatbots: the impact of induced emotions and students’ learning motivation	36
Unpacking student engagement in higher education learning analytics: a systematic review	36
A novel group cognitive graph approach for improving collaborative problem solving	36
Is it harmful or helpful? Examining the causes and consequences of generative AI usage among university students	35
Learning analytics to develop future competences in higher education: a case study	35
Compared to what? Effects of social and temporal comparison standards of feedback in an e-learning context	34
Examining the impact of video-feedback and academic engagement on students’ feedback perceptions, feedback reviews, and academic achievement	34
Platform-independent and curriculum-oriented intelligent assistant for higher education	34
How learner engagement impacts non-formal online learning outcomes through value co-creation: an empirical analysis	33
Artificial intelligence and communication technologies in academia: faculty perceptions and the adoption of generative AI	32
Assessment of AI ethical reflection: the development and validation of the AI ethical reflection scale (AIERS) for university students	31
Exploring educational impacts among pre, during and post COVID-19 lockdowns from students with different personality traits	30
Gamification suffers from the novelty effect but benefits from the familiarization effect: Findings from a longitudinal study	29
A longitudinal study of interplay between student engagement and self-regulation	29
Understand group interaction and cognitive state in online collaborative problem solving: leveraging brain-to-brain synchrony data	29

Development guidelines for individual digital study assistants in higher education	29
Higher education futures at the intersection of justice, hope, and educational technology	29
Dropout in online higher education: a systematic literature review	28
Game-based assessment framework for virtual reality, augmented reality and digital game-based learning	28
Digital divide as an explanatory variable for dropout in higher education	28
Generative AI and re-weaving a pedagogical horizon of social possibility	28
Supporting a bidirectional feedback process for self-assessment tasks in a digital learning environment	26
University students’ intentions to learn artificial intelligence: the roles of supportive environments and expectancy–value beliefs	25
Applying the design-based learning model to foster undergraduates’ web design skills: the role of knowledge integration	25
Debugging behaviors of early childhood teacher candidates with or without scaffolding	25
A network approach to understanding distance learners’ experience of stress and mental distress whilst studying	25
Role of AI chatbots in education: systematic literature review	25
Feminist trends in distance and hybrid higher education: a scoping review	25
Are flipped classrooms less stressful and more successful? An experimental study on college students	24
Artificial intelligence in higher education: the state of the field	24
A novel taxonomy of student-generated video styles	24
Flipped learning in the context of postgraduate public health higher education: a qualitative study involving students and their tutors	24
Enhancing student memorisation through teacher webcam usage and the interplay of social presence	23
Exploring language needs of college transfer students with learning analytics: towards a more equitable experience	22
Going online? Does transferring to online university increase the likelihood of graduation among students from lower social background?	22
Teachers’ digital competencies in higher education: a systematic literature review	22
Student-centered case-based teaching and online–offline case discussion in postgraduate courses of computer science	21
Effects of captions, transcripts and reminders on learning and perceptions of lecture capture	21
Learning analytics dashboard: a tool for providing actionable insights to learners	21
What do they TEL(L)? A systematic analysis of master programs in technology-enhanced learning	21
Integrating AI in higher education: factors influencing ChatGPT acceptance among Chinese university EFL students	21
Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes	20
Development and validation of students’ digital competence scale (SDiCoS)	20
Social networking sites use and college students’ academic performance: testing for an inverted U-shaped relationship using automated mobile app usage data	20
Toward just and equitable micro-credentials: an Australian perspective	20
An integrated approach for knowledge extraction and analysis in collaborative knowledge construction	20
Not quite eye to A.I.: student and teacher perspectives on the use of generative artificial intelligence in the writing process	20
A micro-credentialing methodology for improved recognition of HE employability skills	20
Flipping the flipped class: using online collaboration to enhance EFL students’ oral learning skills	19
Beyond content delivery: harnessing emotional intelligence for community building in fully online digital spaces	19
Loneliness in online students with disabilities: qualitative investigation for experience, understanding and solutions	19
Early-warning prediction of student performance and engagement in open book assessment by reading behavior analysis	19
Examining voice and choice in online learning	19
A personal social knowledge network (PSKN) facilitates learners’ wayfinding and its differences in behavior patterns between high and low performers in connectivist learning	18
The influence of digital competences, self-organization, and independent learning abilities on students’ acceptance of digital learning	17
Impact of combining human and analytics feedback on students’ engagement with, and performance in, reflective writing tasks	17
Leveraging Wikipedia for educational innovation: a higher education course model for enhancing students’ competencies and collaborative knowledge creation	15
Artificial intelligence applications in Latin American higher education: a systematic review	15
Correction: Role of AI chatbots in education: systematic literature review	15
Extracting topological features to identify at-risk students using machine learning and graph convolutional network models	14
New advances in artificial intelligence applications in higher education?	14
What does it mean to be good at peer reviewing? A multidimensional scaling and cluster analysis study of behavioral indicators of peer feedback literacy	14
Correction to: Case study of creativity in asynchronous online discussions	14
Exploring the effects of elaborated and motivational feedback on learning engagement in online scripted role discussion	14
Who speaks for the university? Social fiction as a lens for reimagining higher education futures	14
Leveraging computer vision for adaptive learning in STEM education: effect of engagement and self-efficacy	14
Facilitator or hindrance? The impact of AI on university students' higher-order thinking skills in complex problem solving	14
Investigating the higher education institutions’ guidelines and policies regarding the use of generative AI in teaching, learning, research, and administration	14
Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives	13
AI-generated feedback on writing: insights into efficacy and ENL student preference	13
Do you have AI dependency? The roles of academic self-efficacy, academic stress, and performance expectations on problematic AI usage behavior	13
A systematic mapping review at the intersection of artificial intelligence and self-regulated learning	12
“Connecting concepts helps put main ideas together”: cognitive load and usability in learning biology with an AI-enriched textbook	12
Beyond emergency remote teaching: did the pandemic lead to lasting change in university courses?	12
Students’ voices on generative AI: perceptions, benefits, and challenges in higher education	12
Extending Technology Acceptance Model to higher-education students’ use of digital academic reading tools on computers	12
Mining and crafting a game to teach research methodology	12
From clicks to credits: examining the influence of online engagement and internet addiction on academic performance in Chinese universities	12
ePortfolio to promote networked learning: an experience in the Latin American context	12
Undergraduate students’ perspectives of generative AI ethics	12
Chatbots and student motivation: a scoping review	12