OOIR: Observatory of International Research

Papers

(The median citation count of International Journal of Computer-Supported Collaborative Learning is 5. 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 2022-05-01 to 2026-05-01.)

Article	Citations
An automated group learning engagement analysis and feedback approach to promoting collaborative knowledge building, group performance, and socially shared regulation in CSCL	92
Visions of the good in computer-supported collaborative learning: unpacking the ethical dimensions of design-based research	90
Fostering growth orientations in students’ identities as knowledge builders	62
Exploring the impact of chat-based collaborative activities and SRL-focused interventions on students’ self-regulation profiles, participation in collaborative activities, retention, and learning in M	49
Comparing the effects of a collaboration script and collaborative reflection on promoting knowledge about good collaboration and effective interaction	34
Editorial notes: Mechanisms as a unifying construct for CSCL research	31
Evolution of the academic emotions of academically low-achieving students in knowledge building	22
Co-constructing critical data literacy in families: A technology-mediated learning perspective	21
Collaborative analytics-supported reflective Assessment for Scaffolding Pre-service Teachers’ collaborative Inquiry and Knowledge Building	21
Talk to the machine: Unleashing the potential of AI to scale dialogic education and reduce polarization	19
Emotion expression and recognition in written digital discussions on Civic Issues	19
Learning within fiber-crafted algorithms: Posthumanist perspectives for capturing human-material collaboration	18
Understanding collaborative programming dynamics: The role of prior knowledge, engagement and ICAP learning modes	17
A collaboration literacy analytics framework (CLAF): Investigating students’ perspectives on collaboration quality indicators and feedback utilization	17
Collaborative knowledge construction with generative AI: Exploring argumentative co-writing processes through n-gram and cluster analysis	17
Fostering collaborative and embodied learning with extended reality: Special issue introduction	16
Advancing collaborative discourse through knowledge synthesis	16
Mobile augmented reality supporting families’ immersive collaborative learning: Learning-on-the-move for place-based geoscience sense-making	14
How do new ideas come to be adopted during discourse?	14
Supporting perspective taking across chasms of thinking: Do real-time analytics hold the key?	14
Combining Danmaku and Discussion Boards: Toward A Scalable and Sociable Environment for Mass Collaboration in MOOCs	13
Effects of specificity of self-explanation prompts for worked examples on computer-supported learning of collaborative diagnostic reasoning	12
The impact of scripted roles on students’ viewpoint depth and interaction pattern in collaborative knowledge construction: comparing online and offline collaborative learning	12
Editorial: Nine elements for robust collaborative learning analytics: A constructive collaborative critique	12
The mechanism and effect of class-wide peer feedback on conceptual knowledge improvement: Does different feedback type matter?	11

Using generative ai as a simulation to support higher-order thinking	11
Can CPS better prepare 8th graders for problem-solving in electromagnetism and bridging the gap between high- and low-achievers than IPS?	11
Understanding when anger becomes productive or destructive in collaborative educational games	11
Age-related differences in explanatory activities during collaborative learning with concept maps: experimental investigation using epistemic network analysis	10
Understanding the effect of differences in prior knowledge on middle school students’ collaborative interactions and learning	9
Learning to deal with hate speech: An online collective intelligence experiment on the Collective Learning platform	9
Exploring students’ immersive VR experiences as resources for collaborative meaning making and learning	9
Correction: An artificial intelligence-driven learning analytics method to examine the collaborative problem-solving process from the complex adaptive systems perspective	8
Editorial notes: on dialogues and sequences	8
The temporal dynamics of online problem-based learning: Why and when sequence matters	8
Does matching peers at finer-grained levels of prior performance enhance gains in task performance from peer review?	8
Measuring the quality of collaborative group engagement: Development and validation of the QCGE self-assessment scale (QCGE-SAS)	7
Disagreeing softly: Supporting students in managing disagreement in peer critique	7
Revealing the interplay of cognitive, meta-cognitive, and social processes in university students’ collaborative problem solving: a three-stage analytical framework	7
Innovation-driven group composition for effective collaborative programming: integrating multi-evidences of teacher, student, and peer assessments	7
Collaborative Problem-Solving in Knowledge-Rich Domains: A Multi-Study Structural Equation Model	7
Gesture-mediated collaboration with augmented reality headsets in a problem-based astronomy task	7
Understanding the role of I-positions facilitating knowledge construction in a computer-supported collaborative learning environment	7
Dialogues across time and space in a video-based collaborative learning environment	6
Co-constructing knowledge with generative AI tools: Reflections from a CSCL perspective	6
The role of first-language heterogeneity in the acquisition of online interaction self-efficacy in CSCL	6
Exploring the combined effects of group awareness support and students’ self-regulated learning levels on socially shared regulation of learning and learning outcomes in CSCL	6
Students’ use of technological tools to engage in collective mathematical proof activity	6
CSCL: a learning and collaboration science?	6
The impact of scripts on blended and online socially shared regulation of learning: A role-playing game theory perspective	6
Comparing the effectiveness of CSCL scripts for shared task perceptions in socially shared regulation of collaborative learning	6
Fostering regulatory processes using computational scaffolding	6
Is it distracting? A further exploration of non-gameplay social interaction during collaborative digital game-based learning	5
Facilitated model-based reasoning in immersive virtual reality: Meaning-making and embodied interactions with dynamic processes	5
Mediating and perspective-taking manipulatives: Fostering dynamic perspective-taking by mediating dialogic thinking and bolstering empathy in role-play and reflection for microteaching	5