OOIR: Observatory of International Research

Papers

(The median citation count of International Journal of Educational Technology in Higher Education is 13. 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 2022-01-01 to 2026-01-01.)

Article	Citations
Desirable and realistic futures of the university: a mixed-methods study with teachers in Denmark	1072
“Scarlet Cloak and the Forest Adventure”: a preliminary study of the impact of AI on commonly used writing tools	839
Qualitatively different teacher experiences of teaching with generative artificial intelligence	759
Ethical considerations for teaching with artificial intelligence: a scoping review in medical education settings	497
What rationale would work? Unfolding the role of learners’ attitudes and motivation in predicting learning engagement and perceived learning outcomes in MOOCs	478
Risk management strategy for generative AI in computing education: how to handle the strengths, weaknesses, opportunities, and threats?	320
Social anxiety in digital learning environments: an international perspective and call to action	260
Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures	250
Towards teaching-sensitive technology: a hermeneutic analysis of higher education teaching	241
Co-designing AI-powered learning analytics: bringing students and teachers together	231
Flipped classroom in higher education: a systematic literature review and research challenges	218
Evidence of the role of presence in enhancing engagement in virtual learning environments via psychological ownership and flow: a dual PLS-neural network approach	217
Shifting online during COVID-19: A systematic review of teaching and learning strategies and their outcomes	207
Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others?	190
Developing an AI framework for learning in higher education: a humanities perspective from English Literature	170
Understanding college students’ test anxiety in asynchronous online courses: the mediating role of emotional engagement	170
Student reactions to AI versus human feedback in teamwork skills assessment	141
Assessing and developing college students’ digital learning power: an empirical study based on questionnaire survey in a Chinese university	138
Insights from a randomized controlled trial of flipped classroom on academic achievement: the challenge of student resistance	134
Intelligent teaching analytics for collaborative reflection: investigating pre-service teachers’ perceptions, experiences and shared regulation processes	133
Feedback sources in essay writing: peer-generated or AI-generated feedback?	132
Empowering students’ agentive engagement through formative assessment in online learning environment	123
The impact of a virtual teaching assistant (chatbot) on students' learning in Ghanaian higher education	116
An early warning system to identify and intervene online dropout learners	116
Interactions with generative AI chatbots: unveiling dialogic dynamics, students’ perceptions, and practical competencies in creative problem-solving	113

Exploring the roles of information search and information evaluation literacy and pre-service teachers’ ICT self-efficacy in teaching	102
(No) Hope for the future? A design agenda for rewidening and rewilding higher education with utopian imagination	102
Navigating the digital learning landscape: insights into ethical dilemmas and academic misconduct among university students	98
The university students’ self-regulated effort, flexibility and satisfaction in distance education	95
Focused self-explanation prompts and segmenting foster pre-service teachers’ professional vision - but only during training!	84
Reflexive pedagogy at the heart of educational digital transformation in Latin American higher education institutions	79
Prompt engineering in higher education: a systematic review to help inform curricula	75
The more the better? Comparing two SQD-based learning designs in a teacher training on augmented and virtual reality	73
Exploring nontraditional graduate students' online engagement: an instrumental case study of learners’ perceptions of purposefully designed activities	71
The value of GenAI for peer feedback provision: student perceptions and impacts	70
Comparison of generative AI performance on undergraduate and postgraduate written assessments in the biomedical sciences	69
Simple techniques to bypass GenAI text detectors: implications for inclusive education	68
Developing a gamified artificial intelligence educational robot to promote learning effectiveness and behavior in laboratory safety courses for undergraduate students	67
A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy	66
Learning from success stories when using eLearning and bLearning modalities in higher education: a meta-analysis and lessons towards digital educational transformation	66
A scoping review on how generative artificial intelligence transforms assessment in higher education	62
The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology	62
ChatGPT awareness, acceptance, and adoption in higher education: the role of trust as a cornerstone	59
Acceptance of artificial intelligence among pre-service teachers: a multigroup analysis	59
Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies	57
Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior	55
Examining situational interest and its relationship with self-efficacy in asynchronous and synchronous video lectures	55
Investigating relationships between community of inquiry perceptions and attitudes towards reading circles in Chinese blended EFL learning	54
Exploring the relationship between computational thinking and learning satisfaction for non-STEM college students	52
Artificial intelligence in higher education: exploring faculty use, self-efficacy, distinct profiles, and professional development needs	52
The good, bad, and ugly of comment prompts: Effects on length and helpfulness of peer feedback	51
Dropout prediction and decision feedback supported by multi temporal sequences of learning behavior in MOOCs	48
Effect of Gamified, Mobile, Cloud-Based Learning Management System (GMCLMS) on student engagement and achievement	47
Exploring the relationships between interaction measures and learning outcomes through social network analysis: the mediating role of social presence	46
Rethinking assessment strategies to improve authentic representations of learning: using blogs as a creative assessment alternative to develop professional skills	45
A snapshot in time: the next new normal and micro-credentials	43
Unveiling the dynamics and impact of emotional presence in collaborative learning	43
Beyond learning with cold machine: interpersonal communication skills as anthropomorphic cue of AI instructor	41
Interactive effects of scaffolding digital game-based learning and cognitive style on adult learners’ emotion, cognitive load and learning performance	41
The use of technology in higher education teaching by academics during the COVID-19 emergency remote teaching period: a systematic review	41
Interactions with educational chatbots: the impact of induced emotions and students’ learning motivation	40
The digital competence of academics in higher education: is the glass half empty or half full?	39
Learning analytics to develop future competences in higher education: a case study	39
A novel group cognitive graph approach for improving collaborative problem solving	38
Effects of two scenario approaches for digital sobriety education among higher education students	38
Unpacking student engagement in higher education learning analytics: a systematic review	37
Is it harmful or helpful? Examining the causes and consequences of generative AI usage among university students	36
Examining the impact of video-feedback and academic engagement on students’ feedback perceptions, feedback reviews, and academic achievement	35
Compared to what? Effects of social and temporal comparison standards of feedback in an e-learning context	35
Platform-independent and curriculum-oriented intelligent assistant for higher education	35
Development guidelines for individual digital study assistants in higher education	34
Exploring educational impacts among pre, during and post COVID-19 lockdowns from students with different personality traits	33
A longitudinal study of interplay between student engagement and self-regulation	33
Assessment of AI ethical reflection: the development and validation of the AI ethical reflection scale (AIERS) for university students	32
How learner engagement impacts non-formal online learning outcomes through value co-creation: an empirical analysis	31

Debugging behaviors of early childhood teacher candidates with or without scaffolding	31
Artificial intelligence and communication technologies in academia: faculty perceptions and the adoption of generative AI	31
A network approach to understanding distance learners’ experience of stress and mental distress whilst studying	30
Supporting a bidirectional feedback process for self-assessment tasks in a digital learning environment	30
Understand group interaction and cognitive state in online collaborative problem solving: leveraging brain-to-brain synchrony data	30
Dropout in online higher education: a systematic literature review	29
Higher education futures at the intersection of justice, hope, and educational technology	28
Applying the design-based learning model to foster undergraduates’ web design skills: the role of knowledge integration	28
Game-based assessment framework for virtual reality, augmented reality and digital game-based learning	28
University students’ intentions to learn artificial intelligence: the roles of supportive environments and expectancy–value beliefs	28
Gamification suffers from the novelty effect but benefits from the familiarization effect: Findings from a longitudinal study	27
Artificial intelligence in higher education: the state of the field	27
Generative AI and re-weaving a pedagogical horizon of social possibility	27
Digital divide as an explanatory variable for dropout in higher education	27
Role of AI chatbots in education: systematic literature review	27
Enhancing student memorisation through teacher webcam usage and the interplay of social presence	25
Learning analytics dashboard: a tool for providing actionable insights to learners	24
Exploring language needs of college transfer students with learning analytics: towards a more equitable experience	24
Effects of captions, transcripts and reminders on learning and perceptions of lecture capture	24
Going online? Does transferring to online university increase the likelihood of graduation among students from lower social background?	24
What do they TEL(L)? A systematic analysis of master programs in technology-enhanced learning	24
Are flipped classrooms less stressful and more successful? An experimental study on college students	24
Teachers’ digital competencies in higher education: a systematic literature review	23
Integrating AI in higher education: factors influencing ChatGPT acceptance among Chinese university EFL students	23
Student-centered case-based teaching and online–offline case discussion in postgraduate courses of computer science	23
Toward just and equitable micro-credentials: an Australian perspective	23
An integrated approach for knowledge extraction and analysis in collaborative knowledge construction	22
Face-to-face vs. blended learning in higher education: a quantitative analysis of biological science student outcomes	22
A micro-credentialing methodology for improved recognition of HE employability skills	22
Beyond content delivery: harnessing emotional intelligence for community building in fully online digital spaces	21
Social networking sites use and college students’ academic performance: testing for an inverted U-shaped relationship using automated mobile app usage data	21
Not quite eye to A.I.: student and teacher perspectives on the use of generative artificial intelligence in the writing process	21
Examining voice and choice in online learning	21
Development and validation of students’ digital competence scale (SDiCoS)	21
Correction: Role of AI chatbots in education: systematic literature review	20
Early-warning prediction of student performance and engagement in open book assessment by reading behavior analysis	20
Diversity of interactions within connectivist learning context: insights from flow of collective attention	19
Flipping the flipped class: using online collaboration to enhance EFL students’ oral learning skills	19
A personal social knowledge network (PSKN) facilitates learners’ wayfinding and its differences in behavior patterns between high and low performers in connectivist learning	19
Leveraging Wikipedia for educational innovation: a higher education course model for enhancing students’ competencies and collaborative knowledge creation	19
Investigating the higher education institutions’ guidelines and policies regarding the use of generative AI in teaching, learning, research, and administration	17
Extracting topological features to identify at-risk students using machine learning and graph convolutional network models	16
The influence of digital competences, self-organization, and independent learning abilities on students’ acceptance of digital learning	16
Artificial intelligence applications in Latin American higher education: a systematic review	16
Impact of combining human and analytics feedback on students’ engagement with, and performance in, reflective writing tasks	16
Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives	15
Who speaks for the university? Social fiction as a lens for reimagining higher education futures	15
Facilitator or hindrance? The impact of AI on university students' higher-order thinking skills in complex problem solving	15
Exploring the effects of elaborated and motivational feedback on learning engagement in online scripted role discussion	15
AI-generated feedback on writing: insights into efficacy and ENL student preference	15
New advances in artificial intelligence applications in higher education?	15
Leveraging computer vision for adaptive learning in STEM education: effect of engagement and self-efficacy	15
What does it mean to be good at peer reviewing? A multidimensional scaling and cluster analysis study of behavioral indicators of peer feedback literacy	14
A systematic mapping review at the intersection of artificial intelligence and self-regulated learning	14
Do you have AI dependency? The roles of academic self-efficacy, academic stress, and performance expectations on problematic AI usage behavior	14
ePortfolio to promote networked learning: an experience in the Latin American context	14
Students’ voices on generative AI: perceptions, benefits, and challenges in higher education	13
“Connecting concepts helps put main ideas together”: cognitive load and usability in learning biology with an AI-enriched textbook	13
Beyond emergency remote teaching: did the pandemic lead to lasting change in university courses?	13
Extending Technology Acceptance Model to higher-education students’ use of digital academic reading tools on computers	13
Online project-based learning to foster students’ course choices in data science: a longitudinal case study using Sankey visualization	13