OOIR: Observatory of International Research

Papers

(The H4-Index of Education and Information Technologies is 49. 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
Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic	504
Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines	235
Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19	215
Transitioning to E-Learning during the COVID-19 pandemic: How have Higher Education Institutions responded to the challenge?	170
“I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19	166
Interacting with educational chatbots: A systematic review	137
Examining university students’ behavioural intention to use e-learning during the COVID-19 pandemic: An extended TAM model	137
Using the UTAUT model to understand students’ usage of e-learning systems in developing countries	130
Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy	128
Systematic literature review and bibliometric analysis on virtual reality and education	123
Artificial intelligence in online higher education: A systematic review of empirical research from 2011 to 2020	120
Online learning satisfaction in higher education during the COVID-19 pandemic: A regional comparison between Eastern and Western Chinese universities	111
Emergency remote learning during COVID-19 crisis: Students’ engagement	101
Adoption of virtual reality technology in higher education: An evaluation of five teaching semesters in a purpose-designed laboratory	98
Emergency remote teaching during the COVID-19 pandemic: Parents experiences and perspectives	97
Ethical principles for artificial intelligence in education	93
Online teaching self-efficacy during COVID-19: Changes, its associated factors and moderators	91
Factors affecting students’ intentions to undertake online learning: an empirical study in Vietnam	90
A systematic mapping review of augmented reality applications to support STEM learning in higher education	90
Student performance analysis and prediction in classroom learning: A review of educational data mining studies	86
Academic and emotional effects of online learning during the COVID-19 pandemic on engineering students	82
Self-regulated learning strategies in higher education: Fostering digital literacy for sustainable lifelong learning	80
Impact of technostress on academic productivity of university students	76
Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation	75
A hybrid learning pedagogy for surmounting the challenges of the COVID-19 pandemic in the performing arts education	74

Higher education strategy in digital transformation	73
A Systematic Review on AI-based Proctoring Systems: Past, Present and Future	72
Analytical study on the impact of technology in higher education during the age of COVID-19: Systematic literature review	68
Investigating the drivers and barriers to MOOCs adoption: The perspective of TAM	67
Predictive learning analytics using deep learning model in MOOCs’ courses videos	67
Comparison of students’ use and acceptance of emergency online learning due to COVID-19 in the USA, Mexico, Peru, and Turkey	65
Tailored gamification in education: A literature review and future agenda	64
Employing the technology acceptance model in social media: A systematic review	64
Large language models in education: A focus on the complementary relationship between human teachers and ChatGPT	63
Factors affecting online accounting education during the COVID-19 pandemic: an integrated perspective of social capital theory, the theory of reasoned action and the technology acceptance model	62
A systematic review of research on cheating in online exams from 2010 to 2021	62
E-proctored exams during the COVID-19 pandemic: A close understanding	60
Toward a model for acceptance of MOOCs in higher education: the modified UTAUT model for Saudi Arabia	60
Influencing factors in M-learning adoption in higher education	60
Finding satisfaction: intrinsic motivation for synchronous and asynchronous communication in the online language learning context	57
An assessment of the interplay between literacy and digital Technology in Higher Education	57
A thematic analysis of higher education students’ perceptions of online learning in Hong Kong under COVID-19: Challenges, strategies and support	56
A systematic review of the use of gamification in flipped learning	56
Flipped classroom in the second decade of the Millenia: a Bibliometrics analysis with Lotka’s law	55
Using virtual reality to facilitate learners’ creative self-efficacy and intrinsic motivation in an EFL classroom	53
Aims for cultivating students’ key competencies based on artificial intelligence education in China	53
Students academic and social concerns during COVID-19 pandemic	51
Preparations for and practices of online education during the Covid-19 pandemic: A study of Bangladesh and Nepal	51
Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic	50
Demographic, gadget and internet profiles as determinants of disease and consequence related COVID-19 anxiety among Filipino college students	49
Factors influencing students’ satisfaction with continuous use of learning management systems during the COVID-19 pandemic: An empirical study	49
What virtual laboratory usage tells us about laboratory skill education pre- and post-COVID-19: Focus on usage, behavior, intention and adoption	49
Learning design to support student-AI collaboration: perspectives of leading teachers for AI in education	49
Adoption of online proctored examinations by university students during COVID-19: Innovation diffusion study	49