OOIR: Observatory of International Research

Papers

(The TQCC of British Journal of Educational Technology is 16. 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 2020-04-01 to 2024-04-01.)

Article	Citations
Effectiveness of immersive virtual reality using head‐mounted displays on learning performance: A meta‐analysis	191
An exploratory study on the emergency remote education experience of higher education students and teachers during the COVID‐19 pandemic	162
Immersive virtual reality in K‐12 and higher education: A 10‐year systematic review of empirical research	158
Student engagement in online learning in Latin American higher education during the COVID‐19 pandemic: A systematic review	125
Students’ experience of online learning during the COVID‐19 pandemic: A province‐wide survey study	104
HoloLens and mobile augmented reality in medical and health science education: A randomised controlled trial	95
The virtual field trip: Investigating how to optimize immersive virtual learning in climate change education	88
Academia's responses to crisis: A bibliometric analysis of literature on online learning in higher education during COVID‐19	87
Effects of an immersive virtual reality‐based classroom on students’ learning performance in science lessons	87
Multimodal data capabilities for learning: What can multimodal data tell us about learning?	79
Can an immersive virtual reality simulation increase students’ interest and career aspirations in science?	73
Gamification of in‐class activities in flipped classroom lectures	71
Multimodal learning analytics for game‐based learning	70
Emergency education effects on teacher abilities and motivation to use digital technologies	67
Promoting students' learning achievement and self‐efficacy: A mobile chatbot approach for nursing training	65
Reasons associated with preservice teachers’ intention to use immersive virtual reality in education	63
Effects of learning physics using Augmented Reality on students’ self‐efficacy and conceptions of learning	62
Investigating the effect of teaching as a generative learning strategy when learning through desktop and immersive VR: A media and methods experiment	60
How student perceptions about online learning difficulty influenced their satisfaction during Canada's Covid‐19 response	57
Integrating interactive learner‐immersed video‐based virtual reality into learning and teaching of physical geography	57
The promise and challenges of multimodal learning analytics	57
Technology integration for young children during COVID‐19: Towards future online teaching	56
Learning with technology during emergencies: A systematic review of K‐12 education	54
Multimodal Learning Analytics research with young children: A systematic review	53
Teachers' trust in AI‐powered educational technology and a professional development program to improve it	52

Peer feedback or peer feedforward? Enhancing students’ argumentative peer learning processes and outcomes	51
From experiencing to expressing: A virtual reality approach to facilitating pupils’ descriptive paper writing performance and learning behavior engagement	50
Do cultural differences affect users’ e‐learning adoption? A meta‐analysis	49
The role of informal digital learning of English and L2 motivational self system in foreign language enjoyment	48
Extending the technology acceptance model of college learners' mobile‐assisted language learning by incorporating psychological constructs	46
Online exam proctoring technologies: Educational innovation or deterioration?	46
Students’ motivational beliefs and strategies, perceived immersion and attitudes towards science learning with immersive virtual reality: A partial least squares analysis	45
Humanoid robots in higher education: Evaluating the acceptance of Pepper in the context of an academic writing course using the UTAUT	44
Escape boxes: Bringing escape room experience into the classroom	44
Exploring the effects of gamification pedagogy on children’s reading: A mixed‐method study on academic performance, reading‐related mentality and behaviors, and sustainability	44
The post‐COVID‐19 future of digital learning in higher education: Views from educators, students, and other professionals in six countries	43
Theorising hybrid lifelong learning	42
Understanding university students’ behavioral intention to use Edmodo through the lens of an extended technology acceptance model	42
Using learning analytics in the Amazonas: understanding students’ behaviour in introductory programming	42
Multimodal learning analytics to investigate cognitive load during online problem solving	40
COVID‐19 as the tipping point for integrating e‐assessment in higher education practices	40
Developing capabilities: Lifelong learning in the age of AI	40
Hybrid learning spaces––Design, data, didactics	39
Learning by explaining to oneself and a peer enhances learners’ theta and alpha oscillations while watching video lectures	39
Understanding user trust in artificial intelligence‐based educational systems: Evidence from China	38
Temporal analysis of multimodal data to predict collaborative learning outcomes	37
The affordances of AI‐enabled automatic scoring applications on learners’ continuous learning intention: An empirical study in China	36
What does physiological synchrony reveal about metacognitive experiences and group performance?	35
Narrative categorization in digital game‐based learning: Engagement, motivation & learning	35
Never‐ending repetitiveness, sadness, loss, and “juggling with a blindfold on:” Lived experiences of Canadian college and university faculty members during the COVID‐19 pandemic	35
Teachers' digital competence to assist students with functional diversity: Identification of factors through logistic regression methods	35
Perceived teacher support and students’ acceptance of mobile‐assisted language learning: Evidence from Vietnamese higher education context	33
Learning design and learning analytics in mobile and ubiquitous learning: A systematic review	32
Inquiring tweets want to know: #Edchat supports for #RemoteTeaching during COVID‐19	32
What makes learners a good fit for hybrid learning? Learning competences as predictors of experience and satisfaction in hybrid learning space	32
Pre‐service teachers’ perceptions of social media data privacy policies	32
Understanding the focal points and sentiment of learners in MOOC reviews: A machine learning and SC‐LIWC‐based approach	31
Lifelong learning and the Internet: Who benefits most from learning online?	31
The effectiveness of technology‐supported personalised learning in low‐ and middle‐income countries: A meta‐analysis	31
Banning mobile phones from classrooms—An opportunity to advance understandings of technology addiction, distraction and cyberbullying	30
Reading with robot and human companions in library literacy activities: A comparison study	30
The case for alternative endpoints in computing education	30
Adapting educational practices in emergency remote education: Continuity and change from a student perspective	29
The dynamic mix of heutagogy and technology: Preparing learners for lifelong learning	29
Understanding K‐12 teachers’ intention to adopt open educational resources: A mixed methods inquiry	29
Fostering students’ creativity via educational robotics: An investigation of teachers’ pedagogical practices based on teacher interviews	29
Blockchain technology for sustainable education	28
Examining the role of technology‐related policy and constructivist teaching belief on English teachers’ technology acceptance: A study in Chinese universities	28
Staying on target: A systematic literature review on learner‐facing learning analytics dashboards	28
Transitioning to remote learning: Lessons from supporting K‐12 teachers through a MOOC	28
An evaluation of an adaptive learning system based on multimodal affect recognition for learners with intellectual disabilities	28
The role of hybrid learning spaces in enhancing higher education students’ employability	27
Using immersive virtual reality to support designing skills in vocational education	27
An experimental study on the effects of gamified cooperation and competition on English vocabulary learning	27
From data to actions: Instructors' decision making based on learners' data in online emergency remote teaching	27

What influences student situational engagement in smart classrooms: Perception of the learning environment and students' motivation	27
Robot programming versus block play in early childhood education: Effects on computational thinking, sequencing ability, and self‐regulation	27
The role of Informal Digital Learning of English in Korean and Swedish EFL learners’ communication behaviour	27
An exploration of instructors' and students' perspectives on remote delivery of courses during the COVID‐19 pandemic	26
Situating presence within extended reality for teacher training: Validation of the extended Reality Presence Scale (XRPS) in preservice teacher use of immersive 360 video	26
Collaborative versus individual problem solving in computational thinking through programming: A meta‐analysis	26
Course video recommendation with multimodal information in online learning platforms: A deep learning framework	25
Facilitating knowledge construction in mobile learning contexts: A bi‐directional peer‐assessment approach	25
The impact of AI and robotics on physical, social‐emotional and intellectual learning outcomes: An integrated analytical framework	24
An examination of constructivist educational technologies: Key affordances and conditions	24
Adult learning in online communities of practice: A systematic review	24
Cardiopulmonary resuscitation training for high school students using an immersive 360‐degree virtual reality environment	24
Zoom invigilated exams: A protocol for rapid adoption to remote examinations	24
ICT self‐efficacy mediates most effects of university ICT support on preservice teachers' TPACK: Evidence from three normal universities in China	24
Do AI chatbots improve students learning outcomes? Evidence from a meta‐analysis	24
Exploring the relationship between clout and cognitive processing in MOOC discussion forums	23
Creating technology‐enabled lifelong learning: A heutagogical approach	23
Immersive virtual reality for supporting complex scientific knowledge: Augmenting our understanding with physiological monitoring	23
Immersive virtual field trips and elementary students’ perceptions	23
Practical and ethical challenges of large language models in education: A systematic scoping review	23
Augmented reality for preschool children: An experience with educational contents	23
Immersive virtual reality in education	23
The answer is (not only) technological: Considering student data privacy in learning analytics	23
Developing preservice teachers' understanding of computational thinking: A constructionist approach	22
Effects of a learning analytics‐based real‐time feedback approach on knowledge elaboration, knowledge convergence, interactive relationships and group performance in CSCL	22
Online aviation learning experience during the COVID‐19 pandemic in Hong Kong and Mainland China	22
Validating a blended teaching readiness instrument for primary/secondary preservice teachers	22
Automatic assessment of cognitive and emotional states in virtual reality‐based flexibility training for four adolescents with autism	22
Controlled evaluation of a multimodal system to improve oral presentation skills in a real learning setting	21
Effect of three network visualizations on students' social‐cognitive engagement in online discussions	20
Adaptation and evaluation of a learning analytics dashboard to improve academic support at three Latin American universities	20
Virtual reality simulation‐based learning of teaching with alternative perspectives taking	20
Adoption and impact of a learning analytics dashboard supporting the advisor—Student dialogue in a higher education institute in Latin America	20
Intrinsic motivation enhances online group creativity via promoting members’ effort, not interaction	20
A comprehensive assessment of secondary school students’ computational thinking skills	20
Artificial intelligence and deep learning in educational technology research and practice	20
A question, observation, and organisation‐based SVVR approach to enhancing students' presentation performance, classroom engagement, and technology acceptance in a cultural course	19
Mapping Learning Analytics initiatives in Latin America	19
Effects of the group‐regulation promotion approach on students’ individual and collaborative learning performance, perceptions of regulation and regulation behaviours in project‐based tasks	19
Examining the effects of mixed and non‐digital gamification on students' learning performance, cognitive engagement and course satisfaction	19
How do the existing fairness metrics and unfairness mitigation algorithms contribute to ethical learning analytics?	18
The effects of a group awareness tool on knowledge construction in computer‐supported collaborative learning	18
Human and artificial intelligence collaboration for socially shared regulation in learning	18
A tale of two subreddits: Change and continuity in teaching‐related online spaces	18
Incorporating AI and learning analytics to build trustworthy peer assessment systems	18
The differential interplay of TPACK, teacher beliefs, school culture and professional development with the nature of in‐service EFL teachers' technology adoption	18
Comparing video and virtual reality as tools for fostering interest and self‐efficacy in classroom management: Results of a pre‐registered experiment	18
Continuing to teach in a time of crisis: The Chinese rural educational system’s response and student satisfaction and social and cognitive presence	18
Constructivist teaching and learning with technologies in the COVID‐19 lockdown in Eastern India	18
Constructionism and AI: A history and possible futures	18
The effectiveness of an adaptive digital educational game for the training of early numerical abilities in terms of cognitive, noncognitive and efficiency outcomes	18
Virtually the same?: Online higher education in the post Covid‐19 era	17
The influence of parental support and perceived usefulness on students' learning motivation and flow experience in visual programming: Investigation from a parent perspective	17
Promoting deep writing with immersive technologies: An SVVR‐supported Chinese composition writing approach for primary schools	17
Immersive virtual reality to train preservice teachers in managing students' challenging behaviours: A pilot study	17
Examining socially shared regulation and shared physiological arousal events with multimodal learning analytics	17
Designing learning experiences for outdoor hybrid learning spaces	17
Using natural language processing to support peer‐feedback in the age of artificial intelligence: A cross‐disciplinary framework and a research agenda	17
Self‐directed reflective assessment for collective empowerment among pre‐service teachers	16
Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception	16
An overview of 25 years of research on digital personalised learning in primary and secondary education: A systematic review of conceptual and methodological trends	16
Analysis of students’ ideas and conceptual artifacts in knowledge‐building discourse	16
The effectiveness of a marketing virtual reality learning simulation: A quantitative survey with psychophysiological measures	16
A motivational model‐based virtual reality approach to prompting learners' sense of presence, learning achievements, and higher‐order thinking in professional safety training	16