OOIR: Observatory of International Research

Papers

(The H4-Index of Computers & Education is 61. 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
Profiles of ICT identity and their associations with female high school students’ intention to study and work in ICT: A mixed-methods approach	295
Investigating co-teaching presence and its impact on student engagement: A mixed-method study on the blended synchronous classroom	267
Exploring interactive behaviours of urban and rural teachers in blended synchronous classrooms: Insights from a proposed interaction analysis framework	239
Using 360-degree video to explore teachers' professional noticing	219
Utilizing virtual reality to assist social competence education and social support for children from under-represented backgrounds	180
The strength and direction of the difficulty adaptation affect situational interest in game-based learning	179
Online peer feedback via Moodle forum: Implications for longitudinal feedback design and feedback quality	173
Assessment of user experience in video-based learning environments: From design guidelines to final product	168
Developing a plugged-in class observation protocol in high-school blended STEM classes: Student engagement, teacher behaviors and student-teacher interaction patterns	158
From experience to empathy: An empathetic VR-based learning approach to improving EFL learners’ empathy and writing performance	140
Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the middle east	129
Developing an AI-based chatbot for practicing responsive teaching in mathematics	124
Learning to code and the acquisition of computational thinking by young children	122
Artificial intelligence for teaching and learning in schools: The need for pedagogical intelligence	115
What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information	111
Relations between academic boredom, academic achievement, ICT use, and teacher enthusiasm among adolescents	109
Coding in the cot? Factors influencing 0–17s’ experiences with technology and coding in the United Kingdom	108
Guiding student learning in video lectures: Effects of instructors’ emotional expressions and visual cues	104
Team interactions with learning analytics dashboards	104
Attitude and peer norm predict how students use lecture recordings	103
Editorial Board	102
Grade-based similarity prevails in online course forums at scale	101
Editorial Board	98
Editorial Board	96
An epistemic curiosity-evoking model for immersive virtual reality narrative reading: User experience and the interaction among epistemic curiosity, transportation, and attitudinal learning	94

Associations of different types of informal teacher learning with teachers’ technology integration intention	93
Classroom management competency enhancement for student teachers using a fully immersive virtual classroom	93
Investigating effects of computer-mediated feedback on L2 vocabulary learning	89
Information and digital technology-assisted interventions to improve intercultural competence: A meta-analytical review	85
Assessing digital self-efficacy: Review and scale development	84
Media comparison studies dominate comparative research on augmented reality in education	84
Student- versus teacher-generated explanations for answers to online multiple-choice questions: What are the differences?	82
Two decades of game concepts in digital learning environments – A bibliometric study and research agenda	82
Peer assessment methodology of open-ended assignments: Insights from a two-year case study within a university course using novel open source system	81
“You might as well just all agree with each other:”An initial study of cyberbullying victims’ social presence in online discussions	79
Application of cluster analysis to identify different reader groups through their engagement with a digital reading supplement	79
Cultural implications in the acceptability of game-based learning	78
Formation mechanism of popular courses on MOOC platforms: A configurational approach	77
Editorial Board	76
Open Data Interface (ODI) for secondary school education	75
How instructional context can impact learning with educational technology: Lessons from a study with a digital learning game	74
Offline and online user experience of gamified robotics for introducing computational thinking: Comparing engagement, game mechanics and coding motivation	74
Quality over frequency in using digital technology: Measuring the experienced functional use	73
Prompting in-depth learning in immersive virtual reality: Impact of an elaboration prompt on developing a mental model	73
A review study on eye-tracking technology usage in immersive virtual reality learning environments	73
Impact of smart classrooms combined with student-centered pedagogies on rural students’ learning outcomes: Pedagogy and duration as moderator variables	71
Linking self-report and process data to performance as measured by different assessment types	70
Mastery experiences in immersive virtual reality promote pro-environmental waste-sorting behavior	69
Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study	68
Identity profile of young people experiencing a sense of risk on the internet: A data mining application of decision tree with CHAID algorithm	68
Pre-class video watching fosters achievement and knowledge retention in a flipped classroom	67
Technological support to foster students’ artificial intelligence ethics: An augmented reality-based contextualized dilemma discussion approach	66
Editorial Board	66
From dual digitalization to digital learning space: Exploring the digital transformation of higher education	66
Corrigendum to “Factors influencing students’ perceived impact of learning and satisfaction in Computer Supported Collaborative Learning” [Computers & Education 174 (2021) 104310]	65
Innovative ongoing support within a multifaceted computational thinking professional learning program improves teachers’ self-efficacy and classroom practices	64
Harmony in diversity: Digital literacy research in a multidisciplinary landscape	64
When barriers are not an issue: Tracing the relationship between hindering factors and technology use in secondary schools across Europe	63
Analysis and discovery of procrastination patterns in a language learning MOOC	62
Validating a computational thinking concepts test for primary education using item response theory: An analysis of students’ responses	62
The impact of esports participation on the development of 21st century skills in youth: A systematic review	61
Using sequence mining to study students’ calculator use, problem solving, and mathematics achievement in the National Assessment of Educational Progress (NAEP)	61