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).
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.
Baylor, Amy L., et al.. (2008). A Virtual Change Agent: Motivating Pre-service Teachers to Integrate Technology in Their Future Classrooms. Educational Technology & Society. 11(2). 309–321.37 indexed citations
3.
Kim, Yanghee & Amy L. Baylor. (2007). Pedagogical Agents as Social Models to Influence Learner Attitudes. Digital Commons - USU (Utah State University). 47(1). 23–28.27 indexed citations
4.
Baylor, Amy L.. (2007). Pedagogical agents as a social interface. Educational technology: The magazine for managers of change in education. 47(1). 11–13.10 indexed citations
5.
Kim, Yanghee, et al.. (2006). Scaffolding learner motivation through a virtual peer. Digital Commons - USU (Utah State University). 335–341.6 indexed citations
6.
Baylor, Amy L. & Rinat B. Rosenberg‐Kima. (2006). Interface agents to alleviate online frustration. International Conference of Learning Sciences. 30–36.9 indexed citations
7.
Baylor, Amy L., Youngmin Lee, & David W. Nelson. (2005). Supporting Problem-Solving Performance Through the Construction of Knowledge Maps.. The Journal of Interactive Learning Research. 16(2). 117–131.7 indexed citations
8.
Gao, Hong, Amy L. Baylor, & E. Shen. (2005). Designer Support for Online Collaboration and Knowledge Construction. Educational Technology & Society. 8(1). 69–79.16 indexed citations
9.
Baylor, Amy L. & Anastasia Kitsantas. (2005). Comparative Analysis and Validation of Instructivist and Constructivist Self-Reflective Tools (IPSRT and CPSRT) for Novice Instructional Planners. The Journal of Technology and Teacher Education. 13(3). 433–457.11 indexed citations
10.
Baylor, Amy L.. (2004). Designing pedagogical agents to address diversity in learning. International Conference of Learning Sciences. 586–586.4 indexed citations
11.
Baylor, Amy L., et al.. (2003). The Pedagogical Agent Split-Persona Effect: When Two Agents are Better than One. EdMedia: World Conference on Educational Media and Technology. 2003(1). 459–462.16 indexed citations
12.
Baylor, Amy L., E. Shen, & Xiaoxia Huang. (2003). Which Pedagogical Agent do Learners Choose? The Effects of Gender and Ethnicity. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2003(1). 1507–1510.30 indexed citations
13.
Baylor, Amy L. & Yanghee Kim. (2003). Validating pedagogical agent roles: Expert, Motivator, and Mentor. EdMedia: World Conference on Educational Media and Technology. 2003(1). 463–466.16 indexed citations
14.
Gussak, David E. & Amy L. Baylor. (2003). Constructing Agents for Self-Learning: Animated Agents as Expressive Vehicles. EdMedia: World Conference on Educational Media and Technology. 2003(1). 477–478.1 indexed citations
15.
Baylor, Amy L., Jeeheon Ryu, & E. Shen. (2003). The Effects of Pedagogical Agent Voice and Animation on Learning, Motivation and Perceived Persona. EdMedia: World Conference on Educational Media and Technology. 2003(1). 452–458.41 indexed citations
16.
Baylor, Amy L. & Anastasia Kitsantas. (2003). Preservice Teacher Instructional planning Support for Well- and Ill-defined Instructional Problems. Society for Information Technology & Teacher Education International Conference. 2003(1). 1636–1638.2 indexed citations
17.
Baylor, Amy L. & Yanghee Kim. (2003). The Role of Gender and Ethnicity in Pedagogical Agent Perception. Digital Commons - USU (Utah State University). 2003(1). 1503–1506.35 indexed citations
18.
Baylor, Amy L. & Donn Ritchie. (2001). FACTORS INFLUENCING TECHNOLOGY INTEGRATION: A QUANTITATIVE NATIONWIDE STUDY. Society for Information Technology & Teacher Education International Conference. 2001(1). 2666–2671.1 indexed citations
19.
Kitsantas, Anastasia, et al.. (2001). The Constructivist Planning Self-Reflective Tool (CPSRT): Facilitating a Constructivist Instructional Planning Approach.. Educational Technology archive. 41(6). 39–43.6 indexed citations
20.
Baylor, Amy L.. (2001). Perceived disorientation and incidental learning in a Web-based environment: internal and external factors. 10(3). 227–251.32 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.