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h5 指数:60
h5 中位数:114

h5 指数是指在过去整整 5 年中所发表文章的 h 指数。h 指在 2017-2021 年间发表的 h 篇文章每篇至少都被引用过 h 次的最大值。隐藏

出版物的 h5 中位数，是指出版物的 h5 指数所涵盖的所有文章获得的引用次数的中位值。隐藏

#7 Education

标题/作者	引用次数	年份
Advantages and challenges associated with augmented reality for education: A systematic review of the literature M Akçayır, G Akçayır Educational Research Review 20, 1-11	1347	2017
Demystifying computational thinking VJ Shute, C Sun, J Asbell-Clarke Educational Research Review 22, 142-158	659	2017
Four key challenges to the design of blended learning: A systematic literature review R Boelens, B De Wever, M Voet Educational Research Review 22, 1-18	465	2017
A review of the relationship between parental involvement indicators and academic achievement L Boonk, HJM Gijselaers, H Ritzen, S Brand-Gruwel Educational Research Review 24, 10-30	447	2018
Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses E Panadero, A Jonsson, J Botella Educational Research Review 22, 74-98	409	2017
Don't throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension P Delgado, C Vargas, R Ackerman, L Salmerón Educational Research Review 25, 23-38	408	2018
Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis DCD van Alten, C Phielix, J Janssen, L Kester Educational Research Review 28, 100281	302	2019
Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators CH Chen, YC Yang Educational Research Review 26, 71-81	276	2019
Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research RP Corcoran, ACK Cheung, E Kim, C Xie Educational Research Review 25, 56-72	262	2018
Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education CK Lo, KF Hew, G Chen Educational Research Review 22, 50-73	254	2017
The impact of gamification on learning and instruction: A systematic review of empirical evidence Z Zainuddin, SKW Chu, M Shujahat, CJ Perera Educational Research Review 30, 100326	220	2020
Homework and students' achievement in math and science: A 30-year meta-analysis, 1986–2015 H Fan, J Xu, Z Cai, J He, X Fan Educational Research Review 20, 35-54	216	2017
A review on leadership and leadership development in educational settings E Daniëls, A Hondeghem, F Dochy Educational Research Review 27, 110-125	208	2019
When the music's over. Does music skill transfer to children's and young adolescents' cognitive and academic skills? A meta-analysis G Sala, F Gobet Educational Research Review 20, 55-67	195	2017
Is mobile instant messaging (MIM) useful in education? Examining its technological, pedagogical, and social affordances Y Tang, KF Hew Educational Research Review 21, 85-104	190	2017
Teachers’ beliefs about creativity and its nurture: A systematic review of the recent research literature EO Bereczki, A Kárpáti Educational Research Review 23, 25-56	184	2018
Meta-analysis of the impact of Augmented Reality on students’ learning gains J Garzón, J Acevedo Educational Research Review 27, 244-260	182	2019
A meta-analysis of how signaling affects learning with media S Schneider, M Beege, S Nebel, GD Rey Educational Research Review 23, 1-24	163	2018
Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis G Szumski, J Smogorzewska, M Karwowski Educational Research Review 21, 33-54	160	2017
The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels P Strelan, A Osborn, E Palmer Educational Research Review 30, 100314	155	2020

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