OOIR: Observatory of International Research

Papers

(The H4-Index of Journal of Computer Assisted Learning is 30. 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 2020-05-01 to 2024-05-01.)

Article	Citations
Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning	155
Cognitive and affective processes for learning science in immersive virtual reality	122
Virtual reality in K‐12 and higher education: A systematic review of the literature from 2000 to 2019	108
Augmented reality in language learning: A state‐of‐the‐art review of 2014–2019	88
The impact of augmented reality on cognitive load and performance: A systematic review	80
Motivation, engagement, and performance across multiple virtual reality sessions and levels of immersion	67
Maximizing learning without sacrificing the fun: Stealth assessment, adaptivity and learning supports in educational games	65
The impact of risk and protective factors on online teaching experience in high school Italian teachers during the COVID‐19 pandemic	60
Evaluating the effectiveness of blended learning using the ARCS model	55
Virtual reality in problem‐based learning contexts: Effects on the problem‐solving performance, vocabulary acquisition and motivation of English language learners	55
Higher education students' experiences and opinion about distance learning during the Covid‐19 pandemic	52
Artificial intelligence in educational assessment: ‘Breakthrough? Or buncombe and ballyhoo?’	48
The effects of self‐efficacy,self‐regulationand social presence on learning engagement in a large university class using flipped Learning	47
STEM learning attitude predicts computational thinking skills among primary school students	47
Enhancing learning engagement during COVID‐19 pandemic: Self‐efficacy in time management, technology use, and online learning environments	45
The role of digital informal learning in the relationship between students' digital competence and academic engagement during the COVID‐19 pandemic	44
Which way of design programming activities is more effective to promote K‐12 students' computational thinking skills? A meta‐analysis	39
Investigating the mediating role of online learning motivation in the COVID‐19 pandemic situation in Bangladesh	38
Factors impacting university students' online learning experiences during the COVID‐19 epidemic	37
Platform is not destiny: Embodied learning effects comparing 2D desktop to 3D virtual reality STEM experiences	36
The validation and further development of a multidimensional cognitive load scale for virtual environments	36
A review of learning demands in instructional animations: The educational effectiveness of animations unfolds if the features of change need to be learned	35
Effectiveness of automated writing evaluation systems in school settings: A systematic review of studies from 2000 to 2020	35
Application of virtual reality (VR) technology for medical practitioners in type and screen (T&S) training	33
Augmented reality assisted learning achievement, motivation, and creativity for children of low‐grade in primary school	33

Inquiry‐based mobile learning in secondary school science education: A systematic review	32
Augmented reality and competition in robotics education: Effects on 21st century competencies, group collaboration and learning motivation	32
Using metacognitive prompts to enhance self‐regulated learning and learning outcomes: A meta‐analysis of experimental studies in computer‐based learning environments	32
Using eye‐movement modelling examples to improve critical reading of multiple webpages on a conflicting topic	31
The Community of Inquiry perspective on students' social presence, cognitive presence, and academic performance in online project‐based learning	30
Enhancing community of inquiry and reflective thinking skills of undergraduates through using learning analytics‐based process feedback	30
The structure of student engagement in online learning: A bi‐factor exploratory structural equation modelling approach	30