Computers & Education

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 2021-09-01 to 2025-09-01.)
ArticleCitations
Enhancing teacher collaboration for technology integration: the impact of transformational leadership292
Profiles of ICT identity and their associations with female high school students’ intention to study and work in ICT: A mixed-methods approach257
Online peer feedback via Moodle forum: Implications for longitudinal feedback design and feedback quality198
Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the middle east196
A three-phase professional development approach to improving robotics pedagogical knowledge and computational thinking attitude of early childhood teachers185
Exploring interactive behaviours of urban and rural teachers in blended synchronous classrooms: Insights from a proposed interaction analysis framework171
The strength and direction of the difficulty adaptation affect situational interest in game-based learning151
Investigating co-teaching presence and its impact on student engagement: A mixed-method study on the blended synchronous classroom148
Utilizing virtual reality to assist social competence education and social support for children from under-represented backgrounds141
Artificial intelligence for teaching and learning in schools: The need for pedagogical intelligence132
Developing an AI-based chatbot for practicing responsive teaching in mathematics126
Using 360-degree video to explore teachers' professional noticing126
From experience to empathy: An empathetic VR-based learning approach to improving EFL learners’ empathy and writing performance122
Developing a plugged-in class observation protocol in high-school blended STEM classes: Student engagement, teacher behaviors and student-teacher interaction patterns121
Coding in the cot? Factors influencing 0–17s’ experiences with technology and coding in the United Kingdom120
Relations between academic boredom, academic achievement, ICT use, and teacher enthusiasm among adolescents119
Investigating effects of computer-mediated feedback on L2 vocabulary learning114
Team interactions with learning analytics dashboards113
Attitude and peer norm predict how students use lecture recordings109
Assessing digital self-efficacy: Review and scale development108
Editorial Board106
Grade-based similarity prevails in online course forums at scale94
Editorial Board93
Two decades of game concepts in digital learning environments – A bibliometric study and research agenda91
Information and digital technology-assisted interventions to improve intercultural competence: A meta-analytical review91
What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information90
Associations of different types of informal teacher learning with teachers’ technology integration intention89
Should educators be concerned? The impact of short videos on rational thinking and learning: A comparative analysis89
Preparing preservice teachers to teach with digital technologies: An update of effective SQD-strategies88
Media comparison studies dominate comparative research on augmented reality in education86
An epistemic curiosity-evoking model for immersive virtual reality narrative reading: User experience and the interaction among epistemic curiosity, transportation, and attitudinal learning83
Guiding student learning in video lectures: Effects of instructors’ emotional expressions and visual cues81
Classroom management competency enhancement for student teachers using a fully immersive virtual classroom81
Application of cluster analysis to identify different reader groups through their engagement with a digital reading supplement80
Self-regulated learning and technological integration competency: A multilevel latent profile analysis of preschool teachers79
Offline and online user experience of gamified robotics for introducing computational thinking: Comparing engagement, game mechanics and coding motivation78
Editorial Board77
Student- versus teacher-generated explanations for answers to online multiple-choice questions: What are the differences?77
Pre-class video watching fosters achievement and knowledge retention in a flipped classroom76
Formation mechanism of popular courses on MOOC platforms: A configurational approach75
Quality over frequency in using digital technology: Measuring the experienced functional use73
Impact of smart classrooms combined with student-centered pedagogies on rural students’ learning outcomes: Pedagogy and duration as moderator variables72
How instructional context can impact learning with educational technology: Lessons from a study with a digital learning game71
Identity profile of young people experiencing a sense of risk on the internet: A data mining application of decision tree with CHAID algorithm70
Open Data Interface (ODI) for secondary school education70
Prompting in-depth learning in immersive virtual reality: Impact of an elaboration prompt on developing a mental model68
Technological support to foster students’ artificial intelligence ethics: An augmented reality-based contextualized dilemma discussion approach67
Cultural implications in the acceptability of game-based learning67
Mastery experiences in immersive virtual reality promote pro-environmental waste-sorting behavior67
Effects of integrating self-regulation scaffolding supported by chatbot and online collaborative reflection on students’ learning in an artificial intelligence course67
Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study66
A review study on eye-tracking technology usage in immersive virtual reality learning environments66
From dual digitalization to digital learning space: Exploring the digital transformation of higher education64
Corrigendum to “Factors influencing students’ perceived impact of learning and satisfaction in Computer Supported Collaborative Learning” [Computers & Education 174 (2021) 104310]63
The role of teachable agents’ personality traits on student-AI interactions and math learning63
Editorial Board63
Peer assessment methodology of open-ended assignments: Insights from a two-year case study within a university course using novel open source system63
Exploring the prospects of multimodal large language models for Automated Emotion Recognition in education: Insights from Gemini63
Remote learning experiences of girls, boys and non-binary students62
When barriers are not an issue: Tracing the relationship between hindering factors and technology use in secondary schools across Europe62
Using sequence mining to study students’ calculator use, problem solving, and mathematics achievement in the National Assessment of Educational Progress (NAEP)61
High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter?61
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