OOIR: Observatory of International Research

Papers

(The H4-Index of Interactive Learning Environments is 36. 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
The trade-off between complexity and accuracy. Preparing for computer-based adaptive instruction on fractions	261
The influencing factors of interaction and perceived value of cMOOC learners	218
Embedding questions in MOOC videos: features, models, and practical issues	196
Webcams and technostress: the complicated web of amplified online learning, webcam use, and technostress during COVID 19	178
English medium instruction as a local practice: language, culture, and pedagogy	175
Individuals in a group: exploring engagement patterns via within-group configurations of role profiles and their impact on performance in collaborative problem solving	167
Learners’ positive and negative emotion, various cognitive processing, and cognitive effectiveness and efficiency in situated task-centered digital game-based learning with different scaffolds	163
“Micro World – Exploring the Microbial Kingdom”: design and testing of a microbial VR science product	152
Applying a wearable MR-based mobile learning system on museum learning activities for university students	137
Investigating the potential adverse effects of virtual reality-based learning system usage: from UTAUT2 and PPVITU perspectives	118
A virtual reality-based collaborative argument mapping approach in the EFL classroom	89
A systematic review of studies of parental involvement in computational thinking education	78
Impact of a metaverse experience based on peer-facilitated learning on the sustainable education of university students	71
cMOOC in Iranian higher education curriculum in the new normal era	69
Exploring demographic influences on learner satisfaction in open education platforms: a case study from Guangdong Open University	64
Strategies for enhancing online flipped learning: a systematic review of empirical studies during the COVID-19 pandemic	55
Student science teachers’ research self-efficacy: does it develop in a flipped course and predict achievement?	54
Investigating anxiety and acceptance of students and parents toward authentic contextual learning with a mobile app under the COVID-19	52
Effects of instructional factors on students’ acceptance of and participation in flipped language learning	51
The equalizing effect of teacher dashboards on feedback in K-12 classrooms	50
Touring in the time of COVID-19: digital maps and the virtual teaching of Palestinian travel writing	48
Consistency in the formation of culture-general competencies of economics students in the blended learning environment	47
Knowledge map construction based on association rule mining extending with interaction frequencies and knowledge tracking for rules cleaning	47
Implementation effect of integrating cooperative inquiry into blended learning: analysis of students’ goal setting, task value, and well-being	46
Teacher-student relationship quality, school psychological capital, and academic engagement in Chinese EFL learning context: a mediation analysis	44

Using mobile technology acceptance model to explore the satisfaction and continuous use of live streaming for training	43
Regional contextualization of culturally responsive online distance pedagogy (CRODP) among Southeast Asia higher educators	43
A usability study on Yamashita’s treasure: a game-based instructional material in teaching Philippine history	42
How virtual learning community influences student satisfaction	42
Developing learning technology as inclusive practice	42
The importance of developing creative thinking in the preparation of music education professionals in universities	41
Effects of the visual analytics of peer feedback on teachers’ TPACK development in a lesson study	40
The guts of assessment: a digital architecture for machine learning and analogue judgement	40
Task motivation enhances creative performance in online groups, but not interpersonal interaction	37
Effect of integrating gamified teaching activities on learning emotions of design students with different learning styles	36
Understanding Chinese secondary school students’ perceptions of mobile-assisted language learning	36