OOIR: Observatory of International Research

Papers

(The H4-Index of British Journal of Educational Technology is 40. 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 2021-08-01 to 2025-08-01.)

Article	Citations
Viewing tailored nudges is correlated with improved mastery‐based assessment scores	304
Aligning human values and educational technologies with value‐sensitive design	237
Investigating pedagogical agents' scaffolding of self‐regulated learning in relation to learners' subgoals	231
Development and validation of an instrument to measure online assessment acceptance in higher education	229
Empowering active learning: A social annotation tool for improving student engagement	163
A learning analytics approach towards understanding collaborative inquiry in a problem‐based learning environment	143
Collaborative versus individual problem solving in computational thinking through programming: A meta‐analysis	114
Upgrading financial education by adding Python‐based personalized financial projection: A randomized control trial	110
The impact of an academic counselling learning analytics tool: Evidence from 3 years of use	102
Identifying factors influencing study skills engagement and participation for online learners in higher education during COVID‐19	101
The changing ecologies of international students: Comparing internationalisation at a distance and internationalisation abroad	99
Multimodal learning analytics—In‐between student privacy and encroachment: A systematic review	82
The impact of GenAI‐enabled coding hints on students' programming performance and cognitive load in an SRL‐based Python course	78
Chatbots in tertiary education: Exploring the impact of warm and competent avatars on self‐directed learning	76
Issue Information	71
BJET Editorial Spring 2025: Reporting on AIED research and ethical considerations	69
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For to all those who have, will more be given? Evidence from the adoption of the SELFIE tool for the digital capacity of schools in Spain	66
Large qualitative sample and thematic analysis to redefine student dropout and retention strategy in open online education	63
Remote vocational learning opportunities—A comparative eye‐tracking investigation of educational 2D videos versus 360° videos for car mechanics	63
How do students' self‐regulation skills affect learning satisfaction and continuous intention within desktop‐based virtual reality? A structural equation modelling approach	62
Fostering low‐achieving students' productive disciplinary engagement through knowledge‐building inquiry and reflective assessment	62
BJET Editorial 2024: A call for research rigour	60
COVID‐19 as the tipping point for integrating e‐assessment in higher education practices	54

Interactivity and identity impact learners' sense of agency in virtual reality field trips	53
Beyond hard workout: A multimodal framework for personalised running training with immersive technologies	51
Metacognition meets AI: Empowering reflective writing with large language models	50
Students as digital multimodal text designers: A study of resources, affordances, and experiences	49
Comparing video and virtual reality as tools for fostering interest and self‐efficacy in classroom management: Results of a pre‐registered experiment	48
Lessons learned from the student dropout patterns on COVID‐19 pandemic: An analysis supported by machine learning	48
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Promoting students' learning achievement and self‐efficacy: A mobile chatbot approach for nursing training	46
The effectiveness of Tier 1 digital interventions for early reading: A meta‐analysis	45
Meeting the challenges of continuing education online courses: Can we promote self‐regulated learning strategies with adaptive support?	43
Infusing educational technologies in the heart of the university—A systematic literature review from an organisational perspective	43
Assessing approaches to learning with nonparametric multidimensional scaling	42
Using virtual classroom simulations in a mathematics methods course to develop pre‐service primary mathematics teachers' noticing skills	42
Teacher support, academic engagement and learning anxiety in online foreign language learning	41
Data privacy on the African continent: Opportunities, challenges and implications for learning analytics	40