OOIR: Observatory of International Research

Papers

(The TQCC of British Journal of Educational Technology is 22. 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 2022-06-01 to 2026-06-01.)

Article	Citations
Aligning human values and educational technologies with value‐sensitive design	612
The changing ecologies of international students: Comparing internationalisation at a distance and internationalisation abroad	427
Viewing tailored nudges is correlated with improved mastery‐based assessment scores	361
Empowering active learning: A social annotation tool for improving student engagement	246
Investigating pedagogical agents' scaffolding of self‐regulated learning in relation to learners' subgoals	228
The impact of an academic counselling learning analytics tool: Evidence from 3 years of use	213
Assessing different implementation modalities of an EdTech intervention for lower‐primary learners: A difference‐in‐difference study in Sierra Leone	207
Multimodal learning analytics—In‐between student privacy and encroachment: A systematic review	206
Upgrading financial education by adding Python‐based personalized financial projection: A randomized control trial	164
The impact of GenAI ‐enabled coding hints on students' programming performance and cognitive load in an SRL	161
Chatbots in tertiary education: Exploring the impact of warm and competent avatars on self‐directed learning	146
Untangling complexity of competency evolution: Multi‐channel learning trajectories of score, engagement and problem‐solving efficiency	115
A topological exploration of convergence/divergence of human‐mediated and algorithmically mediated pedagogy	101
Digital technologies, algorithms and the changing topology of (teacher) education	96
Podcasts as pedagogy in higher education: A scoping review to map and advance the field	85
Beyond hard workout: A multimodal framework for personalised running training with immersive technologies	78
How do students' self‐regulation skills affect learning satisfaction and continuous intention within desktop‐based virtual reality? A structural equation modelling approach	75
Interactivity and identity impact learners' sense of agency in virtual reality field trips	73
Fostering low‐achieving students' productive disciplinary engagement through knowledge‐building inquiry and reflective assessment	72
BJET Editorial Spring 2025: Reporting on AIED research and ethical considerations	71
Issue Information	69
	69
Comparing video and virtual reality as tools for fostering interest and self‐efficacy in classroom management: Results of a pre‐registered experiment	69
BJET Editorial 2024: A call for research rigour	68
The role of generative AI in collaborative problem‐solving of authentic challenges	65

Metacognition meets AI : Empowering reflective writing with large language models	64
Lessons learned from the student dropout patterns on COVID ‐19 pandemic: An analysis supported by machine learning	64
Using virtual classroom simulations in a mathematics methods course to develop pre‐service primary mathematics teachers' noticing skills	63
Capturing self‐regulated learning processes in virtual reality: Causal sequencing of multimodal data	60
	56
	56
Assessing approaches to learning with nonparametric multidimensional scaling	55
The effectiveness of Tier 1 digital interventions for early reading: A meta‐analysis	54
Meeting the challenges of continuing education online courses: Can we promote self‐regulated learning strategies with adaptive support?	53
Applying social cognition to feedback chatbots: Enhancing trustworthiness through politeness	53
What is the impact of a multi‐modal pedagogical conversational AI system on parents' concerns about technology use by young children?	53
Teacher support, academic engagement and learning anxiety in online foreign language learning	52
Infusing educational technologies in the heart of the university—A systematic literature review from an organisational perspective	51
Testing a novel extended educational technology acceptance model using student attitudes towards virtual classrooms	51
Exploring the impact of VoiceBots on multimedia programming education among Ghanaian university students	50
Using causal models to bridge the divide between big data and educational theory	48
Evaluating the use of BERT and Llama to analyse classroom dialogue for teachers' learning of dialogic pedagogy	48
Primary school teachers' classroom‐based e‐assessment practices: Insights from the theory of planned behaviour	48
Issue Information	47
Assessing implicit computational thinking in game‐based learning: A logical puzzle game study	47
Examining students' attitudes and intentions towards using ChatGPT in higher education	45
Human– AI collaborative learning in mixed reality: Examining the cognitive and socio‐emotional interactions	45
Effect of an AI‐based chatbot on students' learning performance in alternate reality game‐based museum learning	45
Promoting students' artwork appreciation: An experiential learning‐based virtual reality approach	44
Requesting a commitment in school teachers to teach in unprecedented ways: The mediating role of teacher agency	44
Student profiles based on in‐game performance and help‐seeking behaviours in an online mathematics game	43
Evidence‐based multimodal learning analytics for feedback and reflection in collaborative learning	42
Design and evaluation of a social and embodied multiplayer reading game to engage primary school learners in Namibia	42
Exploring Twitter as a social learning space for education scholars: An analysis of value‐added contributions to the # TPACK network	42
‘It's extremely weird to understand UK culture when you don't live there and just study from abroad’: An empirical investigation of internationalisat	42
Analysing nontraditional students' ChatGPT interaction, engagement, self‐efficacy and performance: A mixed‐methods approach	42
Towards automated transcribing and coding of embodied teamwork communication through multimodal learning analytics	42
Evidence‐based learning analytics: Reusing and reapplying successful methods and techniques in real learning settings	41
Genes in 3D : The impact of virtual reality on biology students' performance and perceptions	40
Development of a metacognitive regulation‐based collaborative programming system and its effects on students' learning achievements, computational thinking tendency and group metacognition	40
Design‐based implementation research for digitally enabled education reform: Teacher professional development in Tanzania	39
Will, Skill, Not Tool: Chinese university students' acceptance of generative AI for academic writing in informal English medium instruction settings	38
Fostering complex professional skills with interactive simulation technology: A virtual reality‐based flipped learning approach	38
Video demonstrations can predict the intention to use digital learning technologies	37
An experimental study on reading in high‐immersion virtual reality	36
How does drawing influence the effectiveness of oral self‐explanation versus instructional explanation in video learning?	36
The effects of physical fidelity and task repetition on perceived task load and performance in the virtual reality‐based training simulation	36
Unveiling cognitive processes in digital reading through behavioural cues: A hybrid intelligence ( HI ) approach	35
Issue Information	34
	34
	34
Why do college students engage in in‐class media multitasking behaviours? A social learning perspective	33
Providing tailored reflection instructions in collaborative learning using large language models	33
Meta‐analysis of the effect of 360‐degree videos on students' learning outcomes and non‐cognitive outcomes	32
Raising student engagement using digital nudges tailored to students' motivation and perceived ability levels	32

A Competency Framework for AI Literacy: Variations by Different Learner Groups and an Implied Learning Pathway	31
Hybrid teaching intelligence: Lessons learned from an embodied mathematics learning experience	31
The more the better? How excessive content and online interaction hinder the learning effectiveness of high‐quality MOOCs	31
Issue Information	31
Still a fallible tool? Revisiting effects of automated writing evaluation from activity theory perspective	31
Technology integration in higher education and student privacy beyond learning environments—A comparison of the UK	30
A human‐centred learning analytics approach for developing contextually scalable K‐12 teacher dashboards	30
“African magic” or “African science”: Issues of technology in African higher education	30
	30
Comparing reusable, atomic feedback with classic feedback on a linear equations task using text mining and qualitative techniques	29
The pedagogical makerspace: Learning opportunity and challenge for prospective teachers' growth of TPACK	29
Correcting automatically generated closed captions for online learning materials does not improve student learning outcomes (although students believe it does)	28
Learning analytics and assessment: Emerging research trends, promises and future opportunities	28
The impact of social robots' presence and roles on children's performance in musical instrument practice	28
Collaborative learning with tablets: Analysing students' meaning making of 3D body models in upper secondary education	28
Contextualizing privacy with wearable data in higher education	28
Beyond item analysis: Connecting student behaviour and performance using e‐assessment logs	28
Technology addiction, abduction and adoption in higher education: Bird's eye view of the ICT4AD policy in Ghana 20 years on	28
Issue Information	27
Issue Information	27
Educational apps and learning: Current evidence on design and evaluation	26
Exploring homeplace as a nexus of learning and socially reproductive labour: A feminist perspective on internationalisation at a distance	26
Design and validation of a conceptual model for children's continuance intention to use video apps	26
Issue Information	26
Long‐term effects of an online math tool on U.S. adolescents' achievement	26
Collaborative co‐design in action: Reimagining teacher professional development for crisis‐affected contexts	25
Students' use patterns of generative artificial intelligence during problem‐solving in an intelligent learning system: Achievement goal orientation matters	25
	25
Do help options facilitate computer‐based L2 listening comprehension? Evidence from an activity theory perspective	25
EdTech implementation research in low‐ and middle‐income countries	25
Leveraging cultural forms in human‐centred learning analytics design	24
Teachers' digital initiatives to bridge students' in‐class and out‐of‐class language learning and the influencing factors	24
Enhancing self‐directed learning and Python mastery through integration of a large language model and learning analytics dashboard	24
Vulnerable student digital well‐being in AI ‐powered educational decision support systems ( AI ‐	24
The quest to cultivate an ecocritical awareness in educational technology scholarship: A question of disciplinary focus in the age of environmental crisis	23
Adaptive or adapted to: Sequence and reflexive thematic analysis to understand learners' self‐regulated learning in an adaptive learning analytics dashboard	23
The information won't just sink in: Helping teachers provide technology‐assisted data literacy instruction in social studies	23
Children's Conceptions of AI , Ethics and Intelligence in China: Evidence from Drawing and Ranking Activities	23
Co‐designing enduring learning analytics prediction and support tools in undergraduate biology courses	23
Issue Information	23
Collaborative dialogue patterns of pair programming and their impact on programming self‐efficacy and coding performance	23
AI and English language teaching: Affordances and challenges	23
GeoSolvAR : Scaffolding spatial perspective‐taking ability of middle‐school students using AR ‐enhanced inquiry learni	22
Collaborative Cell Groups: Bridging separation in the Community of Inquiry in a context of Internationalization at a Distance	22
Step‐by‐step towards understanding artificial intelligence: A scaffolded learning progression for young learners	22
What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level	22
Empowering student self‐regulated learning and science education through ChatGPT : A pioneering pilot study	22