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 2022-08-01 to 2026-08-01.)

Article	Citations
Desirable and realistic futures of the university: a mixed-methods study with teachers in Denmark	1780
Ethical considerations for teaching with artificial intelligence: a scoping review in medical education settings	1366
“Scarlet Cloak and the Forest Adventure”: a preliminary study of the impact of AI on commonly used writing tools	1082
Social anxiety in digital learning environments: an international perspective and call to action	858
What rationale would work? Unfolding the role of learners’ attitudes and motivation in predicting learning engagement and perceived learning outcomes in MOOCs	811
Risk management strategy for generative AI in computing education: how to handle the strengths, weaknesses, opportunities, and threats?	588
Qualitatively different teacher experiences of teaching with generative artificial intelligence	452
Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures	441
Towards teaching-sensitive technology: a hermeneutic analysis of higher education teaching	362
Co-designing AI-powered learning analytics: bringing students and teachers together	338
Evidence of the role of presence in enhancing engagement in virtual learning environments via psychological ownership and flow: a dual PLS-neural network approach	331
Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others?	318
Flipped classroom in higher education: a systematic literature review and research challenges	316
Shifting online during COVID-19: A systematic review of teaching and learning strategies and their outcomes	306
Understanding college students’ test anxiety in asynchronous online courses: the mediating role of emotional engagement	300
An early warning system to identify and intervene online dropout learners	256
Insights from a randomized controlled trial of flipped classroom on academic achievement: the challenge of student resistance	232
Assessing and developing college students’ digital learning power: an empirical study based on questionnaire survey in a Chinese university	213
Using LLM-empowered virtual avatars in immersive virtual reality technology to enhance psychological perception and learning outcomes: the role of interaction methods, anthropomorphism types, and VR p	210
Intelligent teaching analytics for collaborative reflection: investigating pre-service teachers’ perceptions, experiences and shared regulation processes	191
Empowering students’ agentive engagement through formative assessment in online learning environment	182
Developing an AI framework for learning in higher education: a humanities perspective from English Literature	179
Student reactions to AI versus human feedback in teamwork skills assessment	172
The impact of a virtual teaching assistant (chatbot) on students' learning in Ghanaian higher education	171
Interactions with generative AI chatbots: unveiling dialogic dynamics, students’ perceptions, and practical competencies in creative problem-solving	153

(No) Hope for the future? A design agenda for rewidening and rewilding higher education with utopian imagination	142
Feedback sources in essay writing: peer-generated or AI-generated feedback?	142
Navigating the digital learning landscape: insights into ethical dilemmas and academic misconduct among university students	140
Reflexive pedagogy at the heart of educational digital transformation in Latin American higher education institutions	132
Prompt engineering in higher education: a systematic review to help inform curricula	113
Exploring nontraditional graduate students' online engagement: an instrumental case study of learners’ perceptions of purposefully designed activities	108
The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology	103
The value of GenAI for peer feedback provision: student perceptions and impacts	100
ChatGPT awareness, acceptance, and adoption in higher education: the role of trust as a cornerstone	99
A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy	99
Simple techniques to bypass GenAI text detectors: implications for inclusive education	90
Comparison of generative AI performance on undergraduate and postgraduate written assessments in the biomedical sciences	88
Developing a gamified artificial intelligence educational robot to promote learning effectiveness and behavior in laboratory safety courses for undergraduate students	86
Acceptance of artificial intelligence among pre-service teachers: a multigroup analysis	86
A scoping review on how generative artificial intelligence transforms assessment in higher education	84
Examining situational interest and its relationship with self-efficacy in asynchronous and synchronous video lectures	82
Investigating relationships between community of inquiry perceptions and attitudes towards reading circles in Chinese blended EFL learning	82
Exploring the relationship between computational thinking and learning satisfaction for non-STEM college students	77
Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies	77
Artificial intelligence in higher education: exploring faculty use, self-efficacy, distinct profiles, and professional development needs	76
Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior	71
LLM-CR: LLM-enhanced course recommendation	70
The good, bad, and ugly of comment prompts: Effects on length and helpfulness of peer feedback	68
Dropout prediction and decision feedback supported by multi temporal sequences of learning behavior in MOOCs	65
Directing the wave of digitalization by leadership development for digital universities: a grounded theory study	65
Exploring the relationships between interaction measures and learning outcomes through social network analysis: the mediating role of social presence	62
Effect of Gamified, Mobile, Cloud-Based Learning Management System (GMCLMS) on student engagement and achievement	62
A snapshot in time: the next new normal and micro-credentials	61
Beyond learning with cold machine: interpersonal communication skills as anthropomorphic cue of AI instructor	60
The use of technology in higher education teaching by academics during the COVID-19 emergency remote teaching period: a systematic review	59
Rethinking assessment strategies to improve authentic representations of learning: using blogs as a creative assessment alternative to develop professional skills	59
Unveiling the dynamics and impact of emotional presence in collaborative learning	58
Interactive effects of scaffolding digital game-based learning and cognitive style on adult learners’ emotion, cognitive load and learning performance	58
Effects of two scenario approaches for digital sobriety education among higher education students	56
A novel group cognitive graph approach for improving collaborative problem solving	55
Designing a mobile chatbot-based learning journaling system for intrinsic motivation and engagement	55
The digital competence of academics in higher education: is the glass half empty or half full?	53
Unpacking student engagement in higher education learning analytics: a systematic review	51
Examining the impact of video-feedback and academic engagement on students’ feedback perceptions, feedback reviews, and academic achievement	50
Is it harmful or helpful? Examining the causes and consequences of generative AI usage among university students	50
Interactions with educational chatbots: the impact of induced emotions and students’ learning motivation	50
Compared to what? Effects of social and temporal comparison standards of feedback in an e-learning context	47
Understanding student perspectives on generative AI chatbots: a human-centred mixed-methods study in higher education	45
Platform-independent and curriculum-oriented intelligent assistant for higher education	44
Are postgraduate programs enabling technological and instructional leadership among future school leaders? An institutional case study	43
Exploring educational impacts among pre, during and post COVID-19 lockdowns from students with different personality traits	43
Development guidelines for individual digital study assistants in higher education	42
A longitudinal study of interplay between student engagement and self-regulation	41
Artificial intelligence and communication technologies in academia: faculty perceptions and the adoption of generative AI	40
Understand group interaction and cognitive state in online collaborative problem solving: leveraging brain-to-brain synchrony data	39

Assessment of AI ethical reflection: the development and validation of the AI ethical reflection scale (AIERS) for university students	39
Generative AI and re-weaving a pedagogical horizon of social possibility	38
Higher education futures at the intersection of justice, hope, and educational technology	37
A network approach to understanding distance learners’ experience of stress and mental distress whilst studying	36
RACES: reward-aligned consistent essay scoring with large language models	35
Digital divide as an explanatory variable for dropout in higher education	35
Supporting a bidirectional feedback process for self-assessment tasks in a digital learning environment	31
University students’ intentions to learn artificial intelligence: the roles of supportive environments and expectancy–value beliefs	31
Game-based assessment framework for virtual reality, augmented reality and digital game-based learning	31
Dropout in online higher education: a systematic literature review	30
A framework for university readiness in extended reality (XR): a socio-technical perspective	29
Role of AI chatbots in education: systematic literature review	29
Artificial intelligence in higher education: the state of the field	29
Going online? Does transferring to online university increase the likelihood of graduation among students from lower social background?	28
Student-centered case-based teaching and online–offline case discussion in postgraduate courses of computer science	28
Enhancing student memorisation through teacher webcam usage and the interplay of social presence	28
ARPG+: a simulation-based study of real-time coaching for educational LLM prompting	28
Exploring language needs of college transfer students with learning analytics: towards a more equitable experience	28
Honoring the Past and Shaping the Future — Introducing the New Coordinating Editor‑in‑Chief of IJETHE	28
Are flipped classrooms less stressful and more successful? An experimental study on college students	28
Factors influencing the academic use of digital technologies among Chilean pre-service teachers	27
Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes	27
Integrating AI in higher education: factors influencing ChatGPT acceptance among Chinese university EFL students	27
An integrated approach for knowledge extraction and analysis in collaborative knowledge construction	26
Human-centered GenAI feedback design in higher education: a multisite experiment on direct, reflective, and hybrid approaches to scientific argumentation	26
Escape from mathematical−skill deficiencies: gamified interactive platforms to reinforce quantitative skills	26
Not quite eye to A.I.: student and teacher perspectives on the use of generative artificial intelligence in the writing process	24
Examining voice and choice in online learning	24
Correction: Role of AI chatbots in education: systematic literature review	24
Beyond content delivery: harnessing emotional intelligence for community building in fully online digital spaces	24
Impact of combining human and analytics feedback on students’ engagement with, and performance in, reflective writing tasks	23
Diversity of interactions within connectivist learning context: insights from flow of collective attention	23
Leveraging Wikipedia for educational innovation: a higher education course model for enhancing students’ competencies and collaborative knowledge creation	23
A personal social knowledge network (PSKN) facilitates learners’ wayfinding and its differences in behavior patterns between high and low performers in connectivist learning	23
Early-warning prediction of student performance and engagement in open book assessment by reading behavior analysis	22
Pedagogical partnerships with generative AI in higher education: how dual cognitive pathways paradoxically enable transformative learning	22
Investigating the higher education institutions’ guidelines and policies regarding the use of generative AI in teaching, learning, research, and administration	21
Extracting topological features to identify at-risk students using machine learning and graph convolutional network models	21
The influence of digital competences, self-organization, and independent learning abilities on students’ acceptance of digital learning	21
Fostering dialogic peer feedback in synchronous online discussions: the effect of argumentation scaffold and role assignment	20
Governing generative AI in higher education: a global Delphi study on policy and practice	20
Who speaks for the university? Social fiction as a lens for reimagining higher education futures	20
Leveraging computer vision for adaptive learning in STEM education: effect of engagement and self-efficacy	20
Enhancing programming education with emotion-aware chatbot interfaces: a Wizard-of-Oz study among Arabic-speaking university students	19
Do you have AI dependency? The roles of academic self-efficacy, academic stress, and performance expectations on problematic AI usage behavior	18
New advances in artificial intelligence applications in higher education?	18
Exploring the effects of elaborated and motivational feedback on learning engagement in online scripted role discussion	17
Facilitator or hindrance? The impact of AI on university students' higher-order thinking skills in complex problem solving	17
AI-generated feedback on writing: insights into efficacy and ENL student preference	17
What does it mean to be good at peer reviewing? A multidimensional scaling and cluster analysis study of behavioral indicators of peer feedback literacy	16
Online project-based learning to foster students’ course choices in data science: a longitudinal case study using Sankey visualization	15
A systematic mapping review at the intersection of artificial intelligence and self-regulated learning	15
Students’ voices on generative AI: perceptions, benefits, and challenges in higher education	15
Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives	15
Extending Technology Acceptance Model to higher-education students’ use of digital academic reading tools on computers	15
Highly informative feedback using learning analytics: how feedback literacy moderates student perceptions of feedback	14
Changing assessment landscape in management education with AI-driven technologies: impacts and drivers	14
Beyond emergency remote teaching: did the pandemic lead to lasting change in university courses?	14
Design and assessment of AI-based learning tools in higher education: a systematic review	13
From clicks to credits: examining the influence of online engagement and internet addiction on academic performance in Chinese universities	12
Chatbots and student motivation: a scoping review	12
Undergraduate students’ perspectives of generative AI ethics	12