OOIR: Observatory of International Research

Papers

(The H4-Index of Journal of Research on Technology in Education is 22. 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
Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic	256
Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic	91
Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation	88
Perceived usability evaluation of educational technology using the System Usability Scale (SUS): A systematic review	83
Appraising research on personalized learning: Definitions, theoretical alignment, advancements, and future directions	80
Toward a taxonomy of adaptivity for learning	60
Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes	50
Adaptation of a conventional flipped course to an online flipped format during the Covid-19 pandemic: Student learning performance and engagement	48
A systematic review of conversational AI in language education: focusing on the collaboration with human teachers	43
A review of research on 360-degree video and its applications to education	35
Teachers’ exposure to professional development and the quality of their instructional technology use: The mediating role of teachers’ value and ability beliefs	30
Distance education under duress: a case study of exchange students’ experience with online learning during the COVID-19 pandemic in the Republic of Korea	29
“This weird time we’re in”: How a sudden change to remote education impacted college students’ self-regulated learning	29
Personalized learning in iSTART: Past modifications and future design	28
Engaging learners in the emergency transition to online learning during the COVID-19 pandemic	28
Effects of self-regulation scaffolding on online participation and learning outcomes	26
The educational value of internet use in the home for school children: A systematic review of literature	26
Students’ affective engagement, parental involvement, and teacher support in emergency remote teaching during the COVID-19 pandemic: Evidence from a cross-sectional survey in China	25
A narrative approach to university instructors’ stories about promoting student engagement during COVID-19 emergency remote teaching in Saudi Arabia	24
Measuring teacher beliefs about coding and computational thinking	23
Arduino-assisted robotics coding applications integrated into the 5E learning model in science teaching	23
Synchronous CMC text chat versus synchronous CMC voice chat: impacts on EFL learners’ oral proficiency and anxiety	23
Revisiting online learner engagement: exploring the role of learner characteristics in an emergency period	22
Computational thinking in K-12 education. An insight through meta-analysis	22
The education influencer: A new player in the educator professional landscape	22