OOIR: Observatory of International Research

Papers

(The H4-Index of ETR&D-Educational Technology Research and Development is 31. 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 2022-08-01 to 2026-08-01.)

Article	Citations
Exploring the influence of favorite projects on programming skill improvement: analyzing the longitudinal dataset of 5 years of public activity on scratch social media	529
Facebook post data: a primer for educational research	290
Should We account for classrooms? Analyzing online experimental data with student-level randomization	272
Implementation of the flipped classroom approach for promoting college students’ deeper learning	174
Enhancing self-regulated learning in online environments: challenges and opportunities for recommender system algorithms	150
Successful and unsuccessful mapping behaviors for learning procedural-type knowledge	84
Online professional development to support K-12 teachers’ computer science integration	83
A study of using mobile phone application in badminton teaching and learning process based on deep learning and auto-feedback-based WISER model	79
From analogy to reflective thinking: an observation-identification-analogy-based virtual learning approach	70
Taking adaptive learning in educational settings to the next level: leveraging natural language processing for improved personalization	69
Design mobile computational thinking-integrated mathematics lessons based on the 5E instructional model for primary students	68
Education and technology: elements of a relevant, comprehensive, and cumulative research agenda	66
Student engagement profiles in a mobile app: Links to self-regulated learning and performance	63
Exploring the influence of competition and collaboration on learning performance in digital game-based learning	61
Bridging cognitive and literacy gaps: designing a working memory-based reading support program for students with dyslexia	57
A two-staged SEM: artificial neural network approach for understanding and predicting the factors of students’ satisfaction with emergency remote teaching	57
Designing for actively engaging with mathematics education research in mentoring practice: a Vignette Activity Sequence approach	54
The impact of synchronous online discussions and online flipped learning on student engagement and self-regulation among preliminary undergraduates in a basic math course	52
Transforming curriculum design with generative AI: a model for assessing teacher digital competence	47
Factors contributing to teachers’ acceptance intention to gamified EFL tools: a scale development study	47
Development research on an AI English learning support system to facilitate learner-generated-context-based learning	40
Enhancing design ldeation: comparing AIGC-engaged and traditional brainstorming in educational contexts	37
Entangled eclecticism: a sociotechnical-pedagogical systems theory approach to learning experience design	36
Exploring expert perceptions of creativity in instructional design: a phenomenographic study	36
Constructing problems in context: a synthesized model of dialectical problem-framing	35

Reflection as a social phenomenon: a conceptual framework toward group reflection research	34
The implementation of a group knowledge awareness tool to promote collaborative discussions in China’s higher education	34
Exploring the effect of computational thinking levels on students' learning performance, cognition, and behavior when using AI coding assistants	33
Serious games in high-stakes assessment contexts: a systematic literature review into the game design principles for valid game-based performance assessment	33
What I think I learned	32
Prompting scientific concept learning in augmented reality: impact of the concept map strategy on mental models and cognitive load	32
The effect of cumulative eye movements’ guidance of experts on transition from novice to expert	31
A comparative study of students’ adoption and usage of mobile learning in developing countries: Tunisia, Morocco, and Libya	31
“Then You go to Snap”: Multimodal Making of Digital Comics in a Language Arts High School Classroom	31
The effects of reading prompts and of post-reading generative learning tasks on multiple document integration: evidence from concept network analysis	31