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 2021-07-01 to 2025-07-01.)

Article	Citations
Investigating co-teaching presence and its impact on student engagement: A mixed-method study on the blended synchronous classroom	300
Online peer feedback via Moodle forum: Implications for longitudinal feedback design and feedback quality	279
Developing a plugged-in class observation protocol in high-school blended STEM classes: Student engagement, teacher behaviors and student-teacher interaction patterns	254
From experience to empathy: An empathetic VR-based learning approach to improving EFL learners’ empathy and writing performance	229
Utilizing virtual reality to assist social competence education and social support for children from under-represented backgrounds	186
Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the middle east	179
Assessment of user experience in video-based learning environments: From design guidelines to final product	172
Profiles of ICT identity and their associations with female high school students’ intention to study and work in ICT: A mixed-methods approach	146
Using 360-degree video to explore teachers' professional noticing	137
A three-phase professional development approach to improving robotics pedagogical knowledge and computational thinking attitude of early childhood teachers	124
Exploring interactive behaviours of urban and rural teachers in blended synchronous classrooms: Insights from a proposed interaction analysis framework	123
The strength and direction of the difficulty adaptation affect situational interest in game-based learning	116
Learning to code and the acquisition of computational thinking by young children	115
Artificial intelligence for teaching and learning in schools: The need for pedagogical intelligence	113
Coding in the cot? Factors influencing 0–17s’ experiences with technology and coding in the United Kingdom	111
Developing an AI-based chatbot for practicing responsive teaching in mathematics	111
Team interactions with learning analytics dashboards	110
Attitude and peer norm predict how students use lecture recordings	108
Preparing preservice teachers to teach with digital technologies: An update of effective SQD-strategies	107
Editorial Board	104
Grade-based similarity prevails in online course forums at scale	101
Editorial Board	100
Editorial Board	100
What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information	98
Investigating effects of computer-mediated feedback on L2 vocabulary learning	88

Media comparison studies dominate comparative research on augmented reality in education	86
Associations of different types of informal teacher learning with teachers’ technology integration intention	85
Information and digital technology-assisted interventions to improve intercultural competence: A meta-analytical review	85
Guiding student learning in video lectures: Effects of instructors’ emotional expressions and visual cues	85
Relations between academic boredom, academic achievement, ICT use, and teacher enthusiasm among adolescents	85
Classroom management competency enhancement for student teachers using a fully immersive virtual classroom	84
Two decades of game concepts in digital learning environments – A bibliometric study and research agenda	81
An epistemic curiosity-evoking model for immersive virtual reality narrative reading: User experience and the interaction among epistemic curiosity, transportation, and attitudinal learning	80
Assessing digital self-efficacy: Review and scale development	79
Application of cluster analysis to identify different reader groups through their engagement with a digital reading supplement	78
Cultural implications in the acceptability of game-based learning	77
“You might as well just all agree with each other:”An initial study of cyberbullying victims’ social presence in online discussions	77
Mastery experiences in immersive virtual reality promote pro-environmental waste-sorting behavior	75
Peer assessment methodology of open-ended assignments: Insights from a two-year case study within a university course using novel open source system	74
Self-regulated learning and technological integration competency: A multilevel latent profile analysis of preschool teachers	73
Offline and online user experience of gamified robotics for introducing computational thinking: Comparing engagement, game mechanics and coding motivation	71
Effects of integrating self-regulation scaffolding supported by chatbot and online collaborative reflection on students’ learning in an artificial intelligence course	71
A review study on eye-tracking technology usage in immersive virtual reality learning environments	71
Editorial Board	71
Open Data Interface (ODI) for secondary school education	71
How instructional context can impact learning with educational technology: Lessons from a study with a digital learning game	69
Student- versus teacher-generated explanations for answers to online multiple-choice questions: What are the differences?	69
Impact of smart classrooms combined with student-centered pedagogies on rural students’ learning outcomes: Pedagogy and duration as moderator variables	67
Pre-class video watching fosters achievement and knowledge retention in a flipped classroom	66
Formation mechanism of popular courses on MOOC platforms: A configurational approach	66
Linking self-report and process data to performance as measured by different assessment types	66
Prompting in-depth learning in immersive virtual reality: Impact of an elaboration prompt on developing a mental model	66
Identity profile of young people experiencing a sense of risk on the internet: A data mining application of decision tree with CHAID algorithm	65
Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study	64
Quality over frequency in using digital technology: Measuring the experienced functional use	63
Editorial Board	62
Technological support to foster students’ artificial intelligence ethics: An augmented reality-based contextualized dilemma discussion approach	62
From dual digitalization to digital learning space: Exploring the digital transformation of higher education	62
Harmony in diversity: Digital literacy research in a multidisciplinary landscape	61
Corrigendum to “Factors influencing students’ perceived impact of learning and satisfaction in Computer Supported Collaborative Learning” [Computers & Education 174 (2021) 104310]	61
Innovative ongoing support within a multifaceted computational thinking professional learning program improves teachers’ self-efficacy and classroom practices	60
Validating a computational thinking concepts test for primary education using item response theory: An analysis of students’ responses	60
The relationship between self-regulated student use of a virtual learning environment for algebra and student achievement: An examination of the role of teacher orchestration	60