This map shows the geographic impact of Agneta Gulz's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Agneta Gulz with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Agneta Gulz more than expected).
This network shows the impact of papers produced by Agneta Gulz. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Agneta Gulz. The network helps show where Agneta Gulz may publish in the future.
Co-authorship network of co-authors of Agneta Gulz
This figure shows the co-authorship network connecting the top 25 collaborators of Agneta Gulz.
A scholar is included among the top collaborators of Agneta Gulz based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with Agneta Gulz. Agneta Gulz is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Gulz, Agneta, et al.. (2018). Visualizing knowledge in the era of instructional software and gamification : Challenges in design, method and practical use. Lund University Publications (Lund University).1 indexed citations
Tärning, Betty, Magnus Haake, & Agneta Gulz. (2017). Supporting Low-Performing Students by Manipulating Self-efficacy in Digital Tutees. Cognitive Science. 1169–1174.2 indexed citations
10.
Gulz, Agneta, et al.. (2015). Supporting Early Math : Rationales and Requirements for High Quality Software. KTH Publication Database DiVA (KTH Royal Institute of Technology). 34(4). 409–429.9 indexed citations
11.
Gulz, Agneta. (2013). Lärandet i den svarta boxen. KTH Publication Database DiVA (KTH Royal Institute of Technology).1 indexed citations
12.
Silvervarg, Annika, et al.. (2012). The Effect of Visual Gender on Abuse in Conversation with ECAs. Lecture notes in computer science. 7502. 153–160.1 indexed citations
Haake, Magnus & Agneta Gulz. (2008). Visual Stereotypes and Virtual Pedagogical Agents. Educational Technology & Society. 11(4). 1–15.28 indexed citations
16.
Gulz, Agneta, et al.. (2008). Catching Eureka on the Fly. Lund University Publications (Lund University). 65–71.4 indexed citations
17.
Haake, Magnus & Agneta Gulz. (2007). Virtual pedagogical agents: stylisation for engagement. Lund University Publications (Lund University).1 indexed citations
18.
Johansson, Petter, Lars Häll, Agneta Gulz, Magnus Haake, & Katsumi Watanabe. (2007). Choice blindness and trust in the virtual world. Lund University Publications (Lund University). 107(60). 83–86.5 indexed citations
19.
Johansson, Petter, Lars Häll, Agneta Gulz, Magnus Haake, & Katsumi Watanabe. (2007). Choice blindness and trust in the virtual world (ヒューマンコミュニケーション基礎). 107(59). 83–86.1 indexed citations
20.
Gulz, Agneta. (1999). »Does one size fit all?« - kognitiv variation och IT. 3(2).2 indexed citations
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive
bibliographic database. While OpenAlex provides broad and valuable coverage of the global
research landscape, it—like all bibliographic datasets—has inherent limitations. These include
incomplete records, variations in author disambiguation, differences in journal indexing, and
delays in data updates. As a result, some metrics and network relationships displayed in
Rankless may not fully capture the entirety of a scholar's output or impact.