Arnold Pears

2.5k total citations
125 papers, 1.5k citations indexed

About

Arnold Pears is a scholar working on Education, Computer Science Applications and Developmental and Educational Psychology. According to data from OpenAlex, Arnold Pears has authored 125 papers receiving a total of 1.5k indexed citations (citations by other indexed papers that have themselves been cited), including 57 papers in Education, 44 papers in Computer Science Applications and 35 papers in Developmental and Educational Psychology. Recurrent topics in Arnold Pears's work include Teaching and Learning Programming (33 papers), Innovative Teaching and Learning Methods (24 papers) and Online Learning and Analytics (21 papers). Arnold Pears is often cited by papers focused on Teaching and Learning Programming (33 papers), Innovative Teaching and Learning Methods (24 papers) and Online Learning and Analytics (21 papers). Arnold Pears collaborates with scholars based in Sweden, United Kingdom and United States. Arnold Pears's co-authors include Linda Mannila, Lauri Malmi, Mats Daniels, Stephen B. Seidman, Elizabeth Adams, Marie Devlin, Jens Bennedsen, James H. Paterson, Åsa Cajander and Lars-Åke Nordén and has published in prestigious journals such as IEEE Access, Injury and Psychological Reports.

In The Last Decade

Arnold Pears

107 papers receiving 1.4k citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Arnold Pears Sweden	18	905	432	402	401	290	125	1.5k
Sally Fincher United Kingdom	23	845 0.9×	442 1.0×	406 1.0×	312 0.8×	223 0.8×	109	1.5k
Tony Clear New Zealand	23	1.1k 1.2×	489 1.1×	766 1.9×	404 1.0×	249 0.9×	161	1.8k
Linda Mannila Sweden	17	1.3k 1.5×	601 1.4×	374 0.9×	353 0.9×	235 0.8×	49	1.6k
Geoffrey Herman United States	20	639 0.7×	389 0.9×	232 0.6×	599 1.5×	373 1.3×	132	1.5k
Quintin Cutts United Kingdom	22	931 1.0×	461 1.1×	257 0.6×	704 1.8×	455 1.6×	104	1.6k
Sue Sentance United Kingdom	23	1.2k 1.3×	480 1.1×	351 0.9×	331 0.8×	203 0.7×	73	1.5k
Charlie McDowell United States	13	1.2k 1.3×	508 1.2×	736 1.8×	253 0.6×	210 0.7×	20	1.6k
Valerie Barr United States	11	1.2k 1.3×	517 1.2×	203 0.5×	193 0.5×	162 0.6×	42	1.4k
Renée McCauley United States	21	1.2k 1.3×	475 1.1×	643 1.6×	232 0.6×	236 0.8×	93	1.7k
Irene Lee United States	14	1.3k 1.4×	515 1.2×	240 0.6×	246 0.6×	149 0.5×	38	1.6k

Countries citing papers authored by Arnold Pears

Since Specialization

Citations

This map shows the geographic impact of Arnold Pears'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 Arnold Pears with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Arnold Pears more than expected).

Fields of papers citing papers by Arnold Pears

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Arnold Pears. 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 Arnold Pears. The network helps show where Arnold Pears may publish in the future.

Co-authorship network of co-authors of Arnold Pears

This figure shows the co-authorship network connecting the top 25 collaborators of Arnold Pears. A scholar is included among the top collaborators of Arnold Pears 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 Arnold Pears. Arnold Pears is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Pears, Arnold, et al.. (2025). Analysing Student Motivation in Challenge-Based Learning in Higher Engineering Education Using the Self-Determination Theory. KTH Publication Database DiVA (KTH Royal Institute of Technology). 1(1). 27–46.

Ampadu, Ernest, et al.. (2025). Student strategies for digital tool use in mathematical problem solving. International Journal of Mathematical Education in Science and Technology. 57(3). 571–590. 1 indexed citations

Bilbao, Javier, et al.. (2024). Introducing Computational Thinking and Algebraic Thinking in the European Educational Systems. 18. 11–19. 2 indexed citations

Dagienė, Valentina, et al.. (2023). WORKING THE BASIS OF COMPUTATIONAL THINKING: DEFINITION AND SKILLS. ICERI proceedings. 1. 8410–8416. 1 indexed citations

Ampadu, Ernest, et al.. (2023). Effect of using Desmos on high school students’ understanding and learning of functions. Eurasia Journal of Mathematics Science and Technology Education. 19(10). em2331–em2331. 9 indexed citations

Buckley, Jeffrey, et al.. (2023). The impact of country of schooling and gender on secondary school students’ conceptions of and interest in becoming an engineer in Ireland, Kenya and Sweden. International Journal of STEM Education. 10(1). 6 indexed citations

Gumaelius, Lena, et al.. (2022). Leadership, support and organisation for academics’ participation in engineering education change for sustainable development. European Journal of Engineering Education. 48(2). 240–266. 6 indexed citations

Apiola, Mikko, Sonsoles López‐Pernas, Mohammed Saqr, et al.. (2022). From a National Meeting to an International Conference: A Scientometric Case Study of a Finnish Computing Education Conference. IEEE Access. 10. 66576–66588. 3 indexed citations

Pears, Arnold, Matti Tedre, Teemu Valtonen, & Henriikka Vartiainen. (2021). What Makes Computational Thinking so Troublesome?. 2021 IEEE Frontiers in Education Conference (FIE). 1–7. 12 indexed citations

10.

Gumaelius, Lena, et al.. (2020). Theorizing the Role of Engineering Education for Society: Technological Activity in Context?. Papers on Engineering Education Repository (American Society for Engineering Education).

11.

Isomöttönen, Ville, Mats Daniels, Åsa Cajander, Arnold Pears, & Roger McDermott. (2019). Searching for Global Employability. ACM Transactions on Computing Education. 19(2). 1–29. 18 indexed citations

12.

Pears, Arnold. (2019). Developing Computational Thinking, “Fad” or “Fundamental”?. Constructivist Foundations. 14(3). 410–412. 4 indexed citations

13.

Daniels, Mats & Arnold Pears. (2012). Models and methods for computing education research. Australasian Computing Education Conference. 34(2). 95–102. 3 indexed citations

14.

Pears, Arnold, et al.. (2012). Teachers' conceptions of teaching practice. Injury. 44(5). 650–4.

15.

Pears, Arnold. (2010). Does Quality Assurance Enhance the Quality of Computing Education. KTH Publication Database DiVA (KTH Royal Institute of Technology). 32(2). 9–14. 6 indexed citations

16.

Fuller, Ursula, et al.. (2006). A computing perspective on the Bologna process. 115–115. 4 indexed citations

17.

Berglund, Anders, Mats Daniels, & Arnold Pears. (2006). Qualitative Research Projects in Computing Education Research: An Overview.. Australasian Computing Education Conference. 28(5). 25–33. 4 indexed citations

18.

Daniels, Mats, Anders Berglund, Arnold Pears, & Sally Fincher. (2004). Five myths of assessment. Kent Academic Repository (University of Kent). 26(5). 57–61. 12 indexed citations

19.

Pears, Arnold, et al.. (2003). Enriching online learning resources with "explanograms". 261–266. 3 indexed citations

20.

Pears, Arnold, et al.. (1991). Compiler Integrated Multiprocessor Simulation.. 1. 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.

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