OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Research on Technology in Education is 11. 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 2020-04-01 to 2024-04-01.)

Article	Citations
Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic	246
Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic	90
Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation	82
Perceived usability evaluation of educational technology using the System Usability Scale (SUS): A systematic review	79
Appraising research on personalized learning: Definitions, theoretical alignment, advancements, and future directions	78
Toward a taxonomy of adaptivity for learning	58
Adaptation of a conventional flipped course to an online flipped format during the Covid-19 pandemic: Student learning performance and engagement	48
Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes	47
A systematic review of conversational AI in language education: focusing on the collaboration with human teachers	40
A review of research on 360-degree video and its applications to education	34
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
Teachers’ exposure to professional development and the quality of their instructional technology use: The mediating role of teachers’ value and ability beliefs	28
Efficiency of digital and non-digital educational games: A comparative meta-analysis and a meta-thematic analysis	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	25
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
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
The education influencer: A new player in the educator professional landscape	22
Arduino-assisted robotics coding applications integrated into the 5E learning model in science teaching	21
Measuring teacher beliefs about coding and computational thinking	20

Who Is behind this? Preparing high school students to evaluate online content	20
Computational thinking in K-12 education. An insight through meta-analysis	20
Student engagement in K12 online education during the pandemic: The case of Turkey	19
Approximations of practice as a framework for understanding authenticity in simulations of teaching	18
Strengths-based blended personalized learning: An impact study using virtual comparison group	18
Personality traits predict the effects of Internet and academic self-efficacy on practical performance anxiety in online learning under the COVID-19 lockdown	17
Personalized learning and ESSA: What we know and where we go	17
Digital curation for promoting personalized learning: A study of secondary-school science students’ learning experiences	17
Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review	17
Affordances and challenges of artificial intelligence in K-12 education: a systematic review	16
Addressing student engagement during COVID-19: Secondary STEM teachers attend to the affective dimension of learner needs	16
Teachers’ perceptions of exploiting immersive virtual field trips for learning in primary education	16
A systematic review of research on K12 online teaching and learning: Comparison of research from two decades 2000 to 2019	15
Pedagogical models for the facilitation of teacher professional development via video-supported collaborative learning. A review of the state of the art	15
Exploring the impact of video making on students’ writing skills	14
Technological pedagogical content knowledge (TPACK) of pre-service science teachers: A Delphi study	14
Supporting new online instructors and engaging remote learners during COVID-19: a distributed team teaching approach	14
Typology of digital leadership roles tasked with integrating new technologies into teaching: Insights from metaphor analysis	13
A systematic review of research on technological, pedagogical, and content knowledge (TPACK) for online teaching in the humanities	13
How do different laboratory environments influence students’ attitudes toward science courses and laboratories?	13
Factors to consider when designing effective learning: Infusing computational thinking in mathematics to support thinking-doing	13
Issues of quality on Teachers Pay Teachers: an exploration of best-selling U.S. history resources	13
In-service teachers’ (mis)conceptions of artificial intelligence in K-12 science education	12
Examining changes in teachers’ perceptions of external and internal barriers in their integration of educational digital resources in K-12 classrooms	12
Young chinese children's remote peer interactions and social competence development during the COVID-19 pandemic	12
Interaction principles for digital puppeteering to promote teacher learning	12
Exploring the impacts of digital storytelling on English as a foreign language learners’ speaking competence	12
Two is better than one—Examining biology-specific TPACK and its T-dimensions from two angles	12
A systematic narrative review of agent persona on learning outcomes and design variables to enhance personification	12
The impact of technology integration courses on preservice teacher attitudes and beliefs: A meta-analysis of teacher education research from 2007–2017	12
Integrating STAD and flipped learning in expository writing skills: Impacts on students’ achievement and perceptions	11
TPACK’s pedagogy and the gradual release of responsibility model coalesce: integrating technology into literacy teacher preparation	11
Students’ in-moment challenges and developing maker perspectives during problem-based digital making	11
Learning with virtual humans: Introduction to the special issue	11
Prompt text classifications with transformer models! An exemplary introduction to prompt-based learning with large language models	11
Profiles of student ICT use and their relations to background, motivational factors, and academic achievement	11
Connecting computational thinking in everyday reasoning and programming for elementary school students	11
Development and promise of a vocabulary intelligent tutoring system for Second-Grade Latinx English learners	11
Feasibility and usability of MentorPal, a framework for rapid development of virtual mentors	11