OOIR: Observatory of International Research

Papers

(The TQCC of International Journal of Educational Technology in Higher Education is 44. 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
A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy	99
ChatGPT awareness, acceptance, and adoption in higher education: the role of trust as a cornerstone	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
Designing a mobile chatbot-based learning journaling system for intrinsic motivation and engagement	55
A novel group cognitive graph approach for improving collaborative problem solving	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
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
Examining the impact of video-feedback and academic engagement on students’ feedback perceptions, feedback reviews, and academic achievement	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