Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review
2022273 citationsYannis Dimitriadis, Sara Villagrá‐Sobrino et al.profile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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Countries citing papers authored by Alejandra Martínez‐Monés
Since
Specialization
Citations
This map shows the geographic impact of Alejandra Martínez‐Monés'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 Alejandra Martínez‐Monés with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Alejandra Martínez‐Monés more than expected).
Fields of papers citing papers by Alejandra Martínez‐Monés
This network shows the impact of papers produced by Alejandra Martínez‐Monés. 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 Alejandra Martínez‐Monés. The network helps show where Alejandra Martínez‐Monés may publish in the future.
Co-authorship network of co-authors of Alejandra Martínez‐Monés
This figure shows the co-authorship network connecting the top 25 collaborators of Alejandra Martínez‐Monés.
A scholar is included among the top collaborators of Alejandra Martínez‐Monés 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 Alejandra Martínez‐Monés. Alejandra Martínez‐Monés is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Martínez‐Monés, Alejandra. (2019). La crisis del héroe: una autoetnografía sobre la pérdida de la masculinidad hegemónica. SHILAP Revista de lepidopterología.1 indexed citations
10.
Cristóbal, Juan, María Jesús Rodríguez-Triana, Miguel L. Bote‐Lorenzo, et al.. (2017). Toward Multimodal Analytics in Ubiquitous Learning Environments. Infoscience (Ecole Polytechnique Fédérale de Lausanne). 1828. 60–67.5 indexed citations
Cristóbal, Juan, et al.. (2016). Toward the integration of monitoring in the orchestration of across spaces learning situations. Infoscience (Ecole Polytechnique Fédérale de Lausanne). 15–21.6 indexed citations
13.
Rodríguez-Triana, María Jesús, Alejandra Martínez‐Monés, Juan I. Asensio‐Pérez, & Yannis Dimitriadis. (2015). Monitoring-Aware Learning Design Process: Pilot Studies in Authentic CSCL Scenarios. UVaDOC UVaDOC University of Valladolid Documentary Repository (University of Valladolid). 34(3). 615–651.2 indexed citations
14.
Rodríguez-Triana, María Jesús, Alejandra Martínez‐Monés, & Sara Villagrá‐Sobrino. (2015). Applying Learning Analytics to a Primary School Classroom: Benefits and Barriers. Infoscience (Ecole Polytechnique Fédérale de Lausanne).2 indexed citations
15.
Cristóbal, Juan, Luis P. Prieto, Juan I. Asensio‐Pérez, et al.. (2015). Coming down to Earth: Helping teachers use 3D virtual worlds in across-spaces learning situations. Educational Technology & Society. 18(1). 13–26.13 indexed citations
Villasclaras-Fernández, Eloy D., et al.. (2009). InstanceCollage: A Tool for the Particularization of Collaborative IMS-LD Scripts. Educational Technology & Society. 12(4). 56–70.15 indexed citations
18.
Martínez, Rocío Anguita, Iván M. Jorrín Abellán, & Alejandra Martínez‐Monés. (2004). Organización de la asignatura de nuevas tecnologías aplicadas a la educación con una herramienta telemática colaborativa (bscw). 3(1). 11.2 indexed citations
19.
Asensio‐Pérez, Juan I., et al.. (2003). Ingeniería de Software basada en componentes y CSCL en el campo del teleaprendizaje. 19–25.1 indexed citations
20.
Martínez, Rocío Anguita, et al.. (2001). CECI: A Computer-Assisted Co-educational and Transdisciplinary Experience. Society for Information Technology & Teacher Education International Conference. 2001(1). 1532–1534.1 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.