Amy L. Baylor
- Education top 0.5%
- Developmental and Educational Psychology top 1%
- Artificial Intelligence top 1%
- Social Psychology top 2%
- Experimental and Cognitive Psychology top 2%
- Co-authors
- Yanghee KimDonn RitchieE. Ashby PlantJeeheon RyuRinat B. Rosenberg‐KimaE. ShenCeleste DoerrSoyoung Kim
- Topics
- Innovative Teaching and Learning Methods (30 papers)Intelligent Tutoring Systems and Adaptive Learning (15 papers)Online and Blended Learning (14 papers)
- Cited by
- Developmental and Educational PsychologyComputer Science ApplicationsHuman-Computer Interaction
- Journals
- Philosophical Transactions of the Royal Society B Biological SciencesComputers in Human BehaviorComputers & Education
- Partner nations
- United StatesIsraelSouth Korea
In The Last Decade
Amy L. Baylor
70 papers receiving 2.5k citations
Peers
Comparison fields: 5 of 109
- Education 1.0k
- Developmental and Educational Psychology 1.0k
- Artificial Intelligence 884
- Social Psychology 597
- Experimental and Cognitive Psychology 491
Countries citing papers authored by Amy L. Baylor
This map shows the geographic impact of Amy L. Baylor'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 Amy L. Baylor with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Amy L. Baylor more than expected).
Fields of papers citing papers by Amy L. Baylor
This network shows the impact of papers produced by Amy L. Baylor. 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 Amy L. Baylor. The network helps show where Amy L. Baylor may publish in the future.
Co-authorship network of co-authors of Amy L. Baylor
This figure shows the co-authorship network connecting the top 25 collaborators of Amy L. Baylor. A scholar is included among the top collaborators of Amy L. Baylor 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 Amy L. Baylor. Amy L. Baylor is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 157 | |
| 2 | A Virtual Change Agent: Motivating Pre-service Teachers to Integrate Technology in Their Future Classrooms | 37 |
| 3 | Pedagogical Agents as Social Models to Influence Learner Attitudes | 27 |
| 4 | Pedagogical agents as a social interface | 10 |
| 5 | Scaffolding learner motivation through a virtual peer | 6 |
| 6 | Interface agents to alleviate online frustration | 9 |
| 7 | Supporting Problem-Solving Performance Through the Construction of Knowledge Maps. | 7 |
| 8 | Designer Support for Online Collaboration and Knowledge Construction | 16 |
| 9 | Comparative Analysis and Validation of Instructivist and Constructivist Self-Reflective Tools (IPSRT and CPSRT) for Novice Instructional Planners | 11 |
| 10 | Designing pedagogical agents to address diversity in learning | 4 |
| 11 | The Pedagogical Agent Split-Persona Effect: When Two Agents are Better than One | 16 |
| 12 | Which Pedagogical Agent do Learners Choose? The Effects of Gender and Ethnicity | 30 |
| 13 | Validating pedagogical agent roles: Expert, Motivator, and Mentor | 16 |
| 14 | Constructing Agents for Self-Learning: Animated Agents as Expressive Vehicles | 1 |
| 15 | The Effects of Pedagogical Agent Voice and Animation on Learning, Motivation and Perceived Persona | 41 |
| 16 | Preservice Teacher Instructional planning Support for Well- and Ill-defined Instructional Problems | 2 |
| 17 | The Role of Gender and Ethnicity in Pedagogical Agent Perception | 35 |
| 18 | FACTORS INFLUENCING TECHNOLOGY INTEGRATION: A QUANTITATIVE NATIONWIDE STUDY | 1 |
| 19 | The Constructivist Planning Self-Reflective Tool (CPSRT): Facilitating a Constructivist Instructional Planning Approach. | 6 |
| 20 | Perceived disorientation and incidental learning in a Web-based environment: internal and external factors | 32 |
About Amy L. Baylor
Amy L. Baylor is a scholar working on Developmental and Educational Psychology, Human-Computer Interaction and Experimental and Cognitive Psychology, having authored 74 papers that have together received 2.9k indexed citations. Recurring topics across this work include Innovative Teaching and Learning Methods (30 papers), Intelligent Tutoring Systems and Adaptive Learning (15 papers) and Online and Blended Learning (14 papers). The work is most often cited by research in Developmental and Educational Psychology (1.0k citations), Computer Science Applications (384 citations) and Human-Computer Interaction (357 citations). Amy L. Baylor has collaborated with scholars based in United States, Israel and South Korea. Frequent co-authors include Yanghee Kim, Donn Ritchie, E. Ashby Plant, Jeeheon Ryu, Rinat B. Rosenberg‐Kima, E. Shen, Celeste Doerr, Soyoung Kim, Youngwook Kim and Anastasia Kitsantas. Their work appears in journals such as Philosophical Transactions of the Royal Society B Biological Sciences, Computers in Human Behavior and Computers & Education.
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.