OOIR: Observatory of International Research

Papers

(The TQCC of International Journal of Educational Technology in Higher Education is 44. 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 2022-06-01 to 2026-06-01.)

Article	Citations
Desirable and realistic futures of the university: a mixed-methods study with teachers in Denmark	1507
Social anxiety in digital learning environments: an international perspective and call to action	1174
Risk management strategy for generative AI in computing education: how to handle the strengths, weaknesses, opportunities, and threats?	976
What rationale would work? Unfolding the role of learners’ attitudes and motivation in predicting learning engagement and perceived learning outcomes in MOOCs	728
Qualitatively different teacher experiences of teaching with generative artificial intelligence	711
“Scarlet Cloak and the Forest Adventure”: a preliminary study of the impact of AI on commonly used writing tools	487
Ethical considerations for teaching with artificial intelligence: a scoping review in medical education settings	385
Evidence of the role of presence in enhancing engagement in virtual learning environments via psychological ownership and flow: a dual PLS-neural network approach	361
Co-designing AI-powered learning analytics: bringing students and teachers together	309
Flipped classroom in higher education: a systematic literature review and research challenges	303
Towards teaching-sensitive technology: a hermeneutic analysis of higher education teaching	300
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	273
Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others?	257
Understanding college students’ test anxiety in asynchronous online courses: the mediating role of emotional engagement	237
Insights from a randomized controlled trial of flipped classroom on academic achievement: the challenge of student resistance	226
Developing an AI framework for learning in higher education: a humanities perspective from English Literature	200
Intelligent teaching analytics for collaborative reflection: investigating pre-service teachers’ perceptions, experiences and shared regulation processes	178
Using LLM-empowered virtual avatars in immersive virtual reality technology to enhance psychological perception and learning outcomes: the role of interaction methods, anthropomorphism types, and VR p	174
Student reactions to AI versus human feedback in teamwork skills assessment	166
Empowering students’ agentive engagement through formative assessment in online learning environment	158
Feedback sources in essay writing: peer-generated or AI-generated feedback?	149
Assessing and developing college students’ digital learning power: an empirical study based on questionnaire survey in a Chinese university	147
An early warning system to identify and intervene online dropout learners	136
Interactions with generative AI chatbots: unveiling dialogic dynamics, students’ perceptions, and practical competencies in creative problem-solving	130

The impact of a virtual teaching assistant (chatbot) on students' learning in Ghanaian higher education	125
Reflexive pedagogy at the heart of educational digital transformation in Latin American higher education institutions	121
(No) Hope for the future? A design agenda for rewidening and rewilding higher education with utopian imagination	105
Exploring the roles of information search and information evaluation literacy and pre-service teachers’ ICT self-efficacy in teaching	103
The university students’ self-regulated effort, flexibility and satisfaction in distance education	103
Prompt engineering in higher education: a systematic review to help inform curricula	99
Navigating the digital learning landscape: insights into ethical dilemmas and academic misconduct among university students	98
Exploring nontraditional graduate students' online engagement: an instrumental case study of learners’ perceptions of purposefully designed activities	92
The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology	90
A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy	88
Comparison of generative AI performance on undergraduate and postgraduate written assessments in the biomedical sciences	85
Simple techniques to bypass GenAI text detectors: implications for inclusive education	79
Acceptance of artificial intelligence among pre-service teachers: a multigroup analysis	78
ChatGPT awareness, acceptance, and adoption in higher education: the role of trust as a cornerstone	74
A scoping review on how generative artificial intelligence transforms assessment in higher education	74
Developing a gamified artificial intelligence educational robot to promote learning effectiveness and behavior in laboratory safety courses for undergraduate students	71
The value of GenAI for peer feedback provision: student perceptions and impacts	69
Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies	63
Examining situational interest and its relationship with self-efficacy in asynchronous and synchronous video lectures	62
Exploring the relationship between computational thinking and learning satisfaction for non-STEM college students	61
Investigating relationships between community of inquiry perceptions and attitudes towards reading circles in Chinese blended EFL learning	61
Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior	60
Artificial intelligence in higher education: exploring faculty use, self-efficacy, distinct profiles, and professional development needs	60
LLM-CR: LLM-enhanced course recommendation	58
Dropout prediction and decision feedback supported by multi temporal sequences of learning behavior in MOOCs	58
The good, bad, and ugly of comment prompts: Effects on length and helpfulness of peer feedback	58
Effect of Gamified, Mobile, Cloud-Based Learning Management System (GMCLMS) on student engagement and achievement	56
Exploring the relationships between interaction measures and learning outcomes through social network analysis: the mediating role of social presence	55
A snapshot in time: the next new normal and micro-credentials	54
Rethinking assessment strategies to improve authentic representations of learning: using blogs as a creative assessment alternative to develop professional skills	54
Unveiling the dynamics and impact of emotional presence in collaborative learning	54
Beyond learning with cold machine: interpersonal communication skills as anthropomorphic cue of AI instructor	53
Interactive effects of scaffolding digital game-based learning and cognitive style on adult learners’ emotion, cognitive load and learning performance	52
The use of technology in higher education teaching by academics during the COVID-19 emergency remote teaching period: a systematic review	51
Designing a mobile chatbot-based learning journaling system for intrinsic motivation and engagement	48
Unpacking student engagement in higher education learning analytics: a systematic review	48
Effects of two scenario approaches for digital sobriety education among higher education students	48
A novel group cognitive graph approach for improving collaborative problem solving	48
Is it harmful or helpful? Examining the causes and consequences of generative AI usage among university students	45
Examining the impact of video-feedback and academic engagement on students’ feedback perceptions, feedback reviews, and academic achievement	45
The digital competence of academics in higher education: is the glass half empty or half full?	45
Interactions with educational chatbots: the impact of induced emotions and students’ learning motivation	45
Platform-independent and curriculum-oriented intelligent assistant for higher education	44
Compared to what? Effects of social and temporal comparison standards of feedback in an e-learning context	44