OOIR: Observatory of International Research

Papers

(The H4-Index of British Journal of Educational Technology is 37. 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 2021-06-01 to 2025-06-01.)

Article	Citations
The changing ecologies of international students: Comparing internationalisation at a distance and internationalisation abroad	232
The impact of GenAI‐enabled coding hints on students' programming performance and cognitive load in an SRL‐based Python course	223
Viewing tailored nudges is correlated with improved mastery‐based assessment scores	193
Investigating pedagogical agents' scaffolding of self‐regulated learning in relation to learners' subgoals	177
Development and validation of an instrument to measure online assessment acceptance in higher education	150
Appropriation of adaptive literacy games into the German elementary school classroom	138
Aligning human values and educational technologies with value‐sensitive design	108
Exploring the reliability and its influencing factors of peer assessment in massive open online courses	95
Multimodal learning analytics—In‐between student privacy and encroachment: A systematic review	94
Upgrading financial education by adding Python‐based personalized financial projection: A randomized control trial	87
The impact of an academic counselling learning analytics tool: Evidence from 3 years of use	78
Empowering active learning: A social annotation tool for improving student engagement	76
Collaborative versus individual problem solving in computational thinking through programming: A meta‐analysis	73
A learning analytics approach towards understanding collaborative inquiry in a problem‐based learning environment	72
Identifying factors influencing study skills engagement and participation for online learners in higher education during COVID‐19	66
Issue Information	62
	60
BJET Editorial Spring 2025: Reporting on AIED research and ethical considerations	60
	58
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	55
Interactivity and identity impact learners' sense of agency in virtual reality field trips	53
Metacognition meets AI: Empowering reflective writing with large language models	52
Remote vocational learning opportunities—A comparative eye‐tracking investigation of educational 2D videos versus 360° videos for car mechanics	49
Beyond hard workout: A multimodal framework for personalised running training with immersive technologies	48
Lessons learned from the student dropout patterns on COVID‐19 pandemic: An analysis supported by machine learning	48

Students as digital multimodal text designers: A study of resources, affordances, and experiences	46
Fostering low‐achieving students' productive disciplinary engagement through knowledge‐building inquiry and reflective assessment	45
How do students' self‐regulation skills affect learning satisfaction and continuous intention within desktop‐based virtual reality? A structural equation modelling approach	43
COVID‐19 as the tipping point for integrating e‐assessment in higher education practices	43
Comparing video and virtual reality as tools for fostering interest and self‐efficacy in classroom management: Results of a pre‐registered experiment	43
Large qualitative sample and thematic analysis to redefine student dropout and retention strategy in open online education	42
Promoting students' learning achievement and self‐efficacy: A mobile chatbot approach for nursing training	42
Applying social cognition to feedback chatbots: Enhancing trustworthiness through politeness	41
	41
BJET Editorial 2024: A call for research rigour	41
	41
Data privacy on the African continent: Opportunities, challenges and implications for learning analytics	40
The effectiveness of Tier 1 digital interventions for early reading: A meta‐analysis	37
Using virtual classroom simulations in a mathematics methods course to develop pre‐service primary mathematics teachers' noticing skills	37
Meeting the challenges of continuing education online courses: Can we promote self‐regulated learning strategies with adaptive support?	37