OOIR: Observatory of International Research

Papers

(The median citation count of International Journal of Educational Technology in Higher Education is 15. 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
Desirable and realistic futures of the university: a mixed-methods study with teachers in Denmark	1406
“Scarlet Cloak and the Forest Adventure”: a preliminary study of the impact of AI on commonly used writing tools	1095
Social anxiety in digital learning environments: an international perspective and call to action	934
Risk management strategy for generative AI in computing education: how to handle the strengths, weaknesses, opportunities, and threats?	681
Qualitatively different teacher experiences of teaching with generative artificial intelligence	671
What rationale would work? Unfolding the role of learners’ attitudes and motivation in predicting learning engagement and perceived learning outcomes in MOOCs	455
Ethical considerations for teaching with artificial intelligence: a scoping review in medical education settings	363
Co-designing AI-powered learning analytics: bringing students and teachers together	334
Evidence of the role of presence in enhancing engagement in virtual learning environments via psychological ownership and flow: a dual PLS-neural network approach	298
Towards teaching-sensitive technology: a hermeneutic analysis of higher education teaching	286
Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures	282
Shifting online during COVID-19: A systematic review of teaching and learning strategies and their outcomes	269
Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others?	264
Flipped classroom in higher education: a systematic literature review and research challenges	231
Understanding college students’ test anxiety in asynchronous online courses: the mediating role of emotional engagement	218
Insights from a randomized controlled trial of flipped classroom on academic achievement: the challenge of student resistance	215
Intelligent teaching analytics for collaborative reflection: investigating pre-service teachers’ perceptions, experiences and shared regulation processes	192
Assessing and developing college students’ digital learning power: an empirical study based on questionnaire survey in a Chinese university	167
Empowering students’ agentive engagement through formative assessment in online learning environment	162
Student reactions to AI versus human feedback in teamwork skills assessment	151
Developing an AI framework for learning in higher education: a humanities perspective from English Literature	149
The impact of a virtual teaching assistant (chatbot) on students' learning in Ghanaian higher education	141
An early warning system to identify and intervene online dropout learners	139
Feedback sources in essay writing: peer-generated or AI-generated feedback?	129
Interactions with generative AI chatbots: unveiling dialogic dynamics, students’ perceptions, and practical competencies in creative problem-solving	122

Focused self-explanation prompts and segmenting foster pre-service teachers’ professional vision - but only during training!	114
Navigating the digital learning landscape: insights into ethical dilemmas and academic misconduct among university students	114
Exploring the roles of information search and information evaluation literacy and pre-service teachers’ ICT self-efficacy in teaching	96
Reflexive pedagogy at the heart of educational digital transformation in Latin American higher education institutions	94
The university students’ self-regulated effort, flexibility and satisfaction in distance education	94
(No) Hope for the future? A design agenda for rewidening and rewilding higher education with utopian imagination	93
Prompt engineering in higher education: a systematic review to help inform curricula	90
The more the better? Comparing two SQD-based learning designs in a teacher training on augmented and virtual reality	89
Exploring nontraditional graduate students' online engagement: an instrumental case study of learners’ perceptions of purposefully designed activities	87
The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology	84
Developing a gamified artificial intelligence educational robot to promote learning effectiveness and behavior in laboratory safety courses for undergraduate students	81
Simple techniques to bypass GenAI text detectors: implications for inclusive education	77
A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy	75
A scoping review on how generative artificial intelligence transforms assessment in higher education	73
The value of GenAI for peer feedback provision: student perceptions and impacts	72
ChatGPT awareness, acceptance, and adoption in higher education: the role of trust as a cornerstone	70
Acceptance of artificial intelligence among pre-service teachers: a multigroup analysis	67
Comparison of generative AI performance on undergraduate and postgraduate written assessments in the biomedical sciences	61
Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies	60
Examining situational interest and its relationship with self-efficacy in asynchronous and synchronous video lectures	59
Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior	59
Investigating relationships between community of inquiry perceptions and attitudes towards reading circles in Chinese blended EFL learning	57
Exploring the relationship between computational thinking and learning satisfaction for non-STEM college students	56
Artificial intelligence in higher education: exploring faculty use, self-efficacy, distinct profiles, and professional development needs	55
The good, bad, and ugly of comment prompts: Effects on length and helpfulness of peer feedback	54
Effect of Gamified, Mobile, Cloud-Based Learning Management System (GMCLMS) on student engagement and achievement	53
Exploring the relationships between interaction measures and learning outcomes through social network analysis: the mediating role of social presence	52
Dropout prediction and decision feedback supported by multi temporal sequences of learning behavior in MOOCs	52
Rethinking assessment strategies to improve authentic representations of learning: using blogs as a creative assessment alternative to develop professional skills	50
The use of technology in higher education teaching by academics during the COVID-19 emergency remote teaching period: a systematic review	50
Beyond learning with cold machine: interpersonal communication skills as anthropomorphic cue of AI instructor	50
A snapshot in time: the next new normal and micro-credentials	50
Interactive effects of scaffolding digital game-based learning and cognitive style on adult learners’ emotion, cognitive load and learning performance	49
Unveiling the dynamics and impact of emotional presence in collaborative learning	49
A novel group cognitive graph approach for improving collaborative problem solving	46
Effects of two scenario approaches for digital sobriety education among higher education students	46
The digital competence of academics in higher education: is the glass half empty or half full?	45
Unpacking student engagement in higher education learning analytics: a systematic review	44
Interactions with educational chatbots: the impact of induced emotions and students’ learning motivation	44
Is it harmful or helpful? Examining the causes and consequences of generative AI usage among university students	43
Platform-independent and curriculum-oriented intelligent assistant for higher education	41
Compared to what? Effects of social and temporal comparison standards of feedback in an e-learning context	41
Examining the impact of video-feedback and academic engagement on students’ feedback perceptions, feedback reviews, and academic achievement	41
How learner engagement impacts non-formal online learning outcomes through value co-creation: an empirical analysis	40
Are postgraduate programs enabling technological and instructional leadership among future school leaders? An institutional case study	39
Development guidelines for individual digital study assistants in higher education	38
Exploring educational impacts among pre, during and post COVID-19 lockdowns from students with different personality traits	38
Artificial intelligence and communication technologies in academia: faculty perceptions and the adoption of generative AI	37
A longitudinal study of interplay between student engagement and self-regulation	37
Assessment of AI ethical reflection: the development and validation of the AI ethical reflection scale (AIERS) for university students	37

Supporting a bidirectional feedback process for self-assessment tasks in a digital learning environment	36
A network approach to understanding distance learners’ experience of stress and mental distress whilst studying	36
Understand group interaction and cognitive state in online collaborative problem solving: leveraging brain-to-brain synchrony data	35
Generative AI and re-weaving a pedagogical horizon of social possibility	35
Digital divide as an explanatory variable for dropout in higher education	34
Game-based assessment framework for virtual reality, augmented reality and digital game-based learning	34
Higher education futures at the intersection of justice, hope, and educational technology	33
University students’ intentions to learn artificial intelligence: the roles of supportive environments and expectancy–value beliefs	33
Role of AI chatbots in education: systematic literature review	32
Dropout in online higher education: a systematic literature review	32
Artificial intelligence in higher education: the state of the field	31
Enhancing student memorisation through teacher webcam usage and the interplay of social presence	30
Are flipped classrooms less stressful and more successful? An experimental study on college students	30
Exploring language needs of college transfer students with learning analytics: towards a more equitable experience	29
Student-centered case-based teaching and online–offline case discussion in postgraduate courses of computer science	28
Toward just and equitable micro-credentials: an Australian perspective	28
Honoring the Past and Shaping the Future — Introducing the New Coordinating Editor‑in‑Chief of IJETHE	28
An integrated approach for knowledge extraction and analysis in collaborative knowledge construction	27
Integrating AI in higher education: factors influencing ChatGPT acceptance among Chinese university EFL students	27
Escape from mathematical−skill deficiencies: gamified interactive platforms to reinforce quantitative skills	27
Going online? Does transferring to online university increase the likelihood of graduation among students from lower social background?	27
Development and validation of students’ digital competence scale (SDiCoS)	26
Not quite eye to A.I.: student and teacher perspectives on the use of generative artificial intelligence in the writing process	25
The influence of digital competences, self-organization, and independent learning abilities on students’ acceptance of digital learning	24
Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes	24
Leveraging Wikipedia for educational innovation: a higher education course model for enhancing students’ competencies and collaborative knowledge creation	23
Correction: Role of AI chatbots in education: systematic literature review	23
Diversity of interactions within connectivist learning context: insights from flow of collective attention	23
Impact of combining human and analytics feedback on students’ engagement with, and performance in, reflective writing tasks	22
Early-warning prediction of student performance and engagement in open book assessment by reading behavior analysis	22
A personal social knowledge network (PSKN) facilitates learners’ wayfinding and its differences in behavior patterns between high and low performers in connectivist learning	22
Beyond content delivery: harnessing emotional intelligence for community building in fully online digital spaces	21
Examining voice and choice in online learning	21
Investigating the higher education institutions’ guidelines and policies regarding the use of generative AI in teaching, learning, research, and administration	20
Who speaks for the university? Social fiction as a lens for reimagining higher education futures	19
Leveraging computer vision for adaptive learning in STEM education: effect of engagement and self-efficacy	19
What does it mean to be good at peer reviewing? A multidimensional scaling and cluster analysis study of behavioral indicators of peer feedback literacy	19
Pedagogical partnerships with generative AI in higher education: how dual cognitive pathways paradoxically enable transformative learning	19
Facilitator or hindrance? The impact of AI on university students' higher-order thinking skills in complex problem solving	19
Do you have AI dependency? The roles of academic self-efficacy, academic stress, and performance expectations on problematic AI usage behavior	19
Extracting topological features to identify at-risk students using machine learning and graph convolutional network models	19
Exploring the effects of elaborated and motivational feedback on learning engagement in online scripted role discussion	19
AI-generated feedback on writing: insights into efficacy and ENL student preference	19
ePortfolio to promote networked learning: an experience in the Latin American context	18
Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives	18
New advances in artificial intelligence applications in higher education?	18
A systematic mapping review at the intersection of artificial intelligence and self-regulated learning	17
Extending Technology Acceptance Model to higher-education students’ use of digital academic reading tools on computers	17
From clicks to credits: examining the influence of online engagement and internet addiction on academic performance in Chinese universities	17
Students’ voices on generative AI: perceptions, benefits, and challenges in higher education	17
Online project-based learning to foster students’ course choices in data science: a longitudinal case study using Sankey visualization	17
Changing assessment landscape in management education with AI-driven technologies: impacts and drivers	16
Undergraduate students’ perspectives of generative AI ethics	16
Beyond emergency remote teaching: did the pandemic lead to lasting change in university courses?	16
Highly informative feedback using learning analytics: how feedback literacy moderates student perceptions of feedback	15
Design and assessment of AI-based learning tools in higher education: a systematic review	15
Chatbots and student motivation: a scoping review	15