OOIR: Observatory of International Research

Papers

(The H4-Index of Learning and Instruction is 28. 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
Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments	163
Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis	85
Supporting groups’ emotion and motivation regulation during collaborative learning	71
Searching for the role of emotions in e-learning	64
What changes, and for whom? A study of the impact of learning analytics-based process feedback in a large course	64
Using mobile devices to enhance inquiry-based learning processes	63
Opening up the black box: Teacher competence, instructional quality, and students’ learning progress	58
How are students’ emotions related to the accuracy of cognitive and metacognitive processes during learning with an intelligent tutoring system?	57
What multimodal data can tell us about the students’ regulation of their learning process?	51
Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement	49
The inattentive on-screen reading: Reading medium affects attention and reading comprehension under time pressure	49
Emotional design for digital games for learning: The effect of expression, color, shape, and dimensionality on the affective quality of game characters	48
Understanding and measuring emotions in technology-rich learning environments	45
Emotions are the experiential glue of learning environments in the 21st century	45
The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories	44
Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career	44
Fostering positive emotions and history knowledge with location-based augmented reality and tour-guide prompts	42
Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions	40
Emotions in medical education: Examining the validity of the Medical Emotion Scale (MES) across authentic medical learning environments	40
Self-efficacy and performance feedback: Impacts on cognitive load during creative thinking	39
Learning by explaining orally or in written form? Text complexity matters	39
Modeling temporal self-regulatory processing in a higher education biology course	36
Teacher self-efficacy and enthusiasm: Relations to changes in student-perceived teaching quality at the beginning of secondary education	35
What can moment-by-moment learning curves tell about students’ self-regulated learning?	35
Learning by writing explanations: Is explaining to a fictitious student more effective than self-explaining?	34

Implicit measures of teachers' attitudes and stereotypes, and their effects on teacher practice and student outcomes: A review	34
Need-supportive teaching and student engagement in the classroom: Comparing the additive, synergistic, and global contributions	29
The reciprocal relations among basic psychological need satisfaction at school, positivity and academic achievement in Chinese early adolescents	28
Representational and decorative pictures in science and mathematics tests: Do they make a difference?	28
Examining the interplay of affect and self regulation in the context of clinical reasoning	28
Students’ growth mindset: Relation to teacher beliefs, teaching practices, and school climate	28