Countries citing papers authored by Alexander Nussbaumer
Since
Specialization
Citations
This map shows the geographic impact of Alexander Nussbaumer'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 Alexander Nussbaumer with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Alexander Nussbaumer more than expected).
Fields of papers citing papers by Alexander Nussbaumer
This network shows the impact of papers produced by Alexander Nussbaumer. 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 Alexander Nussbaumer. The network helps show where Alexander Nussbaumer may publish in the future.
Co-authorship network of co-authors of Alexander Nussbaumer
This figure shows the co-authorship network connecting the top 25 collaborators of Alexander Nussbaumer.
A scholar is included among the top collaborators of Alexander Nussbaumer 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 Alexander Nussbaumer. Alexander Nussbaumer is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Nussbaumer, Alexander, et al.. (2017). Discovering Cognitive Biases in a Visual Analytics Environment.2 indexed citations
4.
Steiner, Christina, Alexander Nussbaumer, Karen Neville, & Dietrich Albert. (2017). A psychological framework to enable effective cognitive processing in the design of emergency management information systems. Arrow@dit (Dublin Institute of Technology). 20(1). 39–54.7 indexed citations
Nussbaumer, Alexander, Miloš Kravčík, & Dietrich Albert. (2012). Supporting self-reflection in personal learning environments through user feedback.. 0–0.5 indexed citations
8.
Nussbaumer, Alexander, et al.. (2012). Using CbKST for Learning Path Recommendation in Game-based Learning. 86–91.5 indexed citations
9.
Mödritscher, Felix, Barbara Krumay, Sandy El Helou, et al.. (2011). May I suggest? Comparing three PLE recommender strategies. Digital Education Review. 20(20). 1–13.11 indexed citations
Nussbaumer, Alexander, et al.. (2011). Identifying Requirements for a Psycho-Pedagogical Mash-up Design for Personalising the Learning Environment.6 indexed citations
Mazza, Riccardo, Luca Mazzola, Christian Glahn, et al.. (2009). Design of interactive visualization of models and students data. Open Repository and Bibliography (University of Liège).1 indexed citations
15.
Iqbal, Tassawar, et al.. (2009). Towards Using Second Life for Supporting Illiterate Persons in Learning. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2009(1). 2704–2709.2 indexed citations
Nussbaumer, Alexander, Christina Steiner, & Dietrich Albert. (2008). Visualisation Tools for Supporting Self-Regulated Learning through Exploiting Competence Structures. 288–296.14 indexed citations
18.
Nussbaumer, Alexander. (2008). Supporting Self-Reflection through Presenting Visual Feedback of Adaptive Assessment and Self-Evaluation Tools.1 indexed citations
19.
Nussbaumer, Alexander, Christian Gütl, & Dietrich Albert. (2007). Towards a Web Service for Competence-based Learning and Testing. 2007(1). 1380–1385.5 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.