OOIR: Observatory of International Research

Papers

(The H4-Index of Computers & Education is 60. 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 2021-04-01 to 2025-04-01.)

Article	Citations
Virtual companionship or flesh and blood: The effects of study-with-me (SWM) videos on learners’ intrinsic motivation, perceived pressure, and performance	281
A systematic review of the use of log-based process data in computer-based assessments	248
How do Chinese undergraduates harness the potential of appraisal and emotions in generative AI-Powered learning? A multigroup analysis based on appraisal theory	206
Dynamics of self-regulated learning: The effectiveness of students’ strategies across course periods	191
Effect of summarizing scaffolding and textual cues on learning performance, mental model, and cognitive load in a virtual reality environment: An experimental study	164
Identifying the accuracy of and exaggeration in self-reports of ICT knowledge among different groups of students: The use of the overclaiming technique	163
Impact of the provision of PowerPoint slides on learning	155
Which executive functions affect text comprehension and writing in paper and digital mode? An investigation in primary school children	146
Patterns of cognitive returns to Information and Communication Technology (ICT) use of 15-year-olds: Global evidence from a Hierarchical Linear Modeling approach using PISA 2018	143
Coursework, field experiences, and the technology beliefs and practices of preservice teachers	135
Assessment of user experience in video-based learning environments: From design guidelines to final product	132
A multilevel investigation into teacher-supported student use of technology in East Asian classroom: Examining teacher and school characteristics	121
Peer feedback to support collaborative knowledge improvement: What kind of feedback feed-forward?	115
Validating a collaborative problem-solving assessment tool across educational stages	113
Pedagogical discourse markers in online algebra learning: Unraveling instructor's communication using natural language processing	113
Preventing digital distraction in secondary classrooms: A quasi-experimental study	112
Mediating learning with mobile devices through pedagogical innovation: Teachers' perceptions of K-12 students’ learning experiences	111
Learning to Evaluate (Mis)information in an Online Game: Strategies Matter!	108
From experience to empathy: An empathetic VR-based learning approach to improving EFL learners’ empathy and writing performance	104
Editorial Board	100
Touchscreen apps for child creativity: An evaluation of creativity apps designed for young children	99
Unpacking help-seeking process through multimodal learning analytics: A comparative study of ChatGPT vs Human expert	97
The impact of learning to code on elementary students’ writing skills	92
Redesigning mathematics preservice teachers’ preparation for teaching with technology: A qualitative cross-case analysis using TPACK lenses	90
Editorial Board	88

An Examination of the use of computer-based formative assessments	88
Editorial Board	87
Editorial Board	87
Editorial Board	87
The effects of different interventions on self-regulated learning of pre-service teachers in a blended academic course	86
Mathematics teachers' interaction patterns and role changes in online research-practice partnerships: A social network analysis	85
Educational digital inequality: A meta-analysis of the relationship between digital device use and academic performance in adolescents	81
Online peer feedback via Moodle forum: Implications for longitudinal feedback design and feedback quality	81
Do virtual schools deliver in rural areas? A longitudinal analysis of academic outcomes	80
Effectiveness of online regulation scaffolds on peer feedback provision and uptake: A mixed methods study	77
Online instruction for a humanized learning experience: Techniques used by college instructors	77
Towards a novel catalog of assessment patterns for distant education in the information technology domain	77
Utilizing virtual reality to assist social competence education and social support for children from under-represented backgrounds	77
Profiles of ICT identity and their associations with female high school students’ intention to study and work in ICT: A mixed-methods approach	75
Teaching thermodynamics with augmented interaction and learning analytics	75
A review of using multilevel modeling in e-learning research	74
Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the middle east	73
Unveiling joint attention dynamics: Examining multimodal engagement in an immersive collaborative astronomy simulation	73
Virtual reality for car-detailing skill development: Learning outcomes of procedural accuracy and performance quality predicted by VR self-efficacy, VR using anxiety, VR learning interest and flow exp	72
Learners don't know best: Shedding light on the phenomenon of the K-12 MOOC in the context of information literacy	71
Fail or pass? Investigating learning experiences and interactive roles in MOOC discussion board	69
Effects of two computer-based interventions on reading comprehension: Does strategy instruction matter?	69
Expectations for supporting student engagement with learning analytics: An academic path perspective	68
Uncovering student profiles. An explainable cluster analysis approach to PISA 2022	68
Relationships among undergraduates' problematic information security behavior, compulsive internet use, and mindful awareness in Taiwan	67
Reviewer, essay, and reviewing-process characteristics that predict errors in web-based peer review	67
Social anxiety and social skills via problematic smartphone use for predicting somatic symptoms and academic performance at primary school	67
Investigating co-teaching presence and its impact on student engagement: A mixed-method study on the blended synchronous classroom	64
Teacher professional identity and the nature of technology integration	64
Examining the effects of students' self-efficacy and prior knowledge on learning and visual behavior in a physics game	64
“Digital constructivists, activators or presenters? Different profiles of technology integration among swiss upper secondary school teachers”	64
Children's social interactions within a socioenactive scenario	63
Using the ARCS model to improve undergraduates’ perceived information security protection motivation and behavior	62
Diversified resource access paths in MOOCs: Insights from network analysis	62
Training pre-service teachers to deal with cyberbullying: Collective intelligence as a mode of learning	61
Analysing user reviews of inquiry-based learning apps in science education	60
Exploring interactive behaviours of urban and rural teachers in blended synchronous classrooms: Insights from a proposed interaction analysis framework	60