OOIR: Observatory of International Research

Papers

(The H4-Index of Journal of Computer Assisted Learning is 33. 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
Learning computer algorithms through dynamic visualizations: Benefits of ‘AlgoRythmics’ videos	413
The effect of mobile assisted teaching on nursing students' learning ventrogluteal injection application: The case of Turkey	185
Captioning and repetition for Chinese students' immediate and delayed retention of English‐speaking multimedia lessons	82
Technology‐based self‐monitoring system for on‐task behavior of students with disabilities: A quantitative meta‐analysis of single‐subject research	76
Effects of flipped English learning designs on learning outcomes and cognitive load: Workload of out‐of‐class activities versus during‐class activities	70
Understanding the experiences of teacher candidates related to online flipped learning in relation to Community of Inquiry framework	70
Investigating students' use of self‐assessments in higher education using learning analytics	68
Enacting control with student dashboards: The role of motivation	67
Individual differences in executive function affect learning with immersive virtual reality	66
Assessing the effectiveness of a game‐based phonics intervention for first and second grade English language learners in India: A randomized controlled trial	66
Digital self‐control interventions for distracting media multitasking ‐ A systematic review	65
Evaluating performance on a bespoke maths game with children with Down syndrome	64
Comparing technology acceptance of K‐12 teachers with and without prior experience of learning management systems: A Covid‐19 pandemic study	59
The Effect of Mind Map as a Prewriting Activity in Third Grade Elementary Students' Descriptive Narrative Creative Writing With a Writing E‐Portfolio	59
Examining students' self‐regulated learning processes and performance in an immersive virtual environment	56
The fear of big brother: The potential negative side‐effects of proctored exams	54
Responsiveness to a game‐based intervention to enhance reading efficiency in first graders	53
Implementing an automated feedback program for a foreign language writing course: A learner‐centric study	53
	50
Understanding topic duration in Twitter learning communities using data mining	49
Incidental vocabulary learning from captioned videos: Learners' prior vocabulary knowledge and working memory	46
Patterns of reading behaviour in digital hypertext environments	44
The impact of parent mediation on young children's home digital literacy practices and learning: A narrative review	43
Gamification improves learning: Experience in a training activity of computer programming in higher education	40
Issue Information	40

Issue Information	39
Making the Invisible Visible: Exploring Joint Attention Behaviour in Remote Collaborative Problem‐Solving	38
Should We Use Educational Robots to Introduce Students to Computational Thinking? Insights From Two Experimental Studies	38
Using learning analytics to enhance college students' shared epistemic agency in mobile instant messaging: A new way to support deep discussion	36
Issue Information	36
Using multimodal learning analytics as a formative assessment tool: Exploring collaborative dynamics in mathematics teacher education	36
Exploring age and gender differences of computational thinkers in primary school: A developmental perspective	35
The effectiveness of self‐regulated learning strategies in higher education blended learning: A five years systematic review	34
Correction to “Using ChatGPT to promote research competency: English as a foreign language undergraduates' perceptions and practices across varied metacognitive awareness levels”	33
The influences of a virtual instructor's voice and appearance on learning from video lectures	33