Daniel Spikol

1.5k total citations
67 papers, 807 citations indexed

About

Daniel Spikol is a scholar working on Information Systems, Developmental and Educational Psychology and Computer Science Applications. According to data from OpenAlex, Daniel Spikol has authored 67 papers receiving a total of 807 indexed citations (citations by other indexed papers that have themselves been cited), including 34 papers in Information Systems, 34 papers in Developmental and Educational Psychology and 31 papers in Computer Science Applications. Recurrent topics in Daniel Spikol's work include Innovative Teaching and Learning Methods (31 papers), Mobile Learning in Education (30 papers) and Online Learning and Analytics (26 papers). Daniel Spikol is often cited by papers focused on Innovative Teaching and Learning Methods (31 papers), Mobile Learning in Education (30 papers) and Online Learning and Analytics (26 papers). Daniel Spikol collaborates with scholars based in Sweden, Denmark and United Kingdom. Daniel Spikol's co-authors include Marcelo Milrad, Mutlu Cukurova, Emanuele Ruffaldi, Arianit Kurti, Giacomo Dabisias, Bahtijar Vogel, Johan Eliasson, Teresa Cerratto Pargman, Eva-Sophie Katterfeldt and Heidy Maldonado and has published in prestigious journals such as SHILAP Revista de lepidopterología, IEEE Access and British Journal of Educational Technology.

In The Last Decade

Daniel Spikol

60 papers receiving 734 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Daniel Spikol Sweden 16 359 349 299 230 97 67 807
Tzu‐Chi Yang Taiwan 12 335 0.9× 372 1.1× 291 1.0× 300 1.3× 119 1.2× 27 823
Shengquan Yu China 18 255 0.7× 185 0.5× 236 0.8× 291 1.3× 151 1.6× 71 833
Ivica Botički Croatia 17 401 1.1× 451 1.3× 331 1.1× 407 1.8× 105 1.1× 68 1.1k
Aldo Gordillo Spain 16 219 0.6× 346 1.0× 409 1.4× 189 0.8× 75 0.8× 62 765
Tsukasa Hirashima Japan 16 381 1.1× 461 1.3× 271 0.9× 455 2.0× 245 2.5× 155 1.1k
Estefanía Martín Spain 14 134 0.4× 275 0.8× 272 0.9× 176 0.8× 82 0.8× 45 688
L Gilbert United Kingdom 12 175 0.5× 236 0.7× 194 0.6× 246 1.1× 147 1.5× 109 721
Ahmed Mohamed Fahmy Yousef Egypt 16 211 0.6× 175 0.5× 557 1.9× 389 1.7× 80 0.8× 41 909
Elvira Popescu Romania 13 213 0.6× 386 1.1× 405 1.4× 317 1.4× 202 2.1× 78 857
Stelios Xinogalos Greece 18 329 0.9× 507 1.5× 599 2.0× 140 0.6× 113 1.2× 95 1.1k

Countries citing papers authored by Daniel Spikol

Since Specialization
Citations

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

Fields of papers citing papers by Daniel Spikol

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Daniel Spikol

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

All Works

20 of 20 papers shown
1.
Spikol, Daniel, et al.. (2025). How does collaborative task design shape collaborative knowledge construction and group-level regulation of learning? A study of secondary school students’ interactions in two varied tasks. International Journal of Computer-Supported Collaborative Learning. 20(2). 171–199. 4 indexed citations
2.
Spikol, Daniel, et al.. (2024). Supporting STEM Knowledge and Skills in Engineering Education - the PELARS project. KTH Publication Database DiVA (KTH Royal Institute of Technology).
3.
Spikol, Daniel, et al.. (2024). Exploring design considerations for multimodal learning analytics systems: an interview study. Frontiers in Education. 9. 3 indexed citations
4.
Spikol, Daniel, et al.. (2024). A SYSTEMATIC REVIEW OF MULTIMODAL LEARNING ANALYTICS DESIGN MODELS AND FRAMEWORKS. EDULEARN proceedings. 1. 5304–5314. 1 indexed citations
5.
Viberg, Olga, Mutlu Cukurova, Giora Alexandron, et al.. (2024). What Explains Teachers’ Trust in AI in Education Across Six Countries?. International Journal of Artificial Intelligence in Education. 35(3). 1288–1316. 31 indexed citations
6.
Nolte, Alexander, Daniela Huppenkothen, Kiev Gama, et al.. (2024). The Future of Hackathon Research and Practice. IEEE Access. 12. 133406–133425. 10 indexed citations
7.
Spikol, Daniel, et al.. (2024). Investigating Hackathons with Collaboration Analytics. TU/e Research Portal. 1–8.
8.
Nolte, Alexander, et al.. (2024). Field report for Platform mBox: Designing an Open MMLA Platform. Research at the University of Copenhagen (University of Copenhagen). 785–791. 2 indexed citations
9.
Spikol, Daniel, et al.. (2021). MBOX: Designing a Flexible IoT Multimodal Learning Analytics System. Research at the University of Copenhagen (University of Copenhagen). 122–126. 4 indexed citations
10.
Spikol, Daniel, Emanuele Ruffaldi, & Mutlu Cukurova. (2017). Using Multimodal Learning Analytics to Identify Aspects of Collaboration in Project-Based Learning. Computer Supported Collaborative Learning. 263–270. 30 indexed citations
11.
Healion, Daniel, et al.. (2017). Designing Spaces for Collaboration in Practice-Based Learning. Computer Supported Collaborative Learning. 565–568. 1 indexed citations
12.
Spikol, Daniel, Jalal Nouri, Teresa Cerratto Pargman, & Marcelo Milrad. (2017). Emerging Design: Transforming the STEAM Learning Landscape with the Support of Digital Technologies. Interaction design & architecture(s). 5–6. 6 indexed citations
13.
Pargman, Teresa Cerratto, Nuno Otero, Marcelo Milrad, et al.. (2014). Purposeful Learning Across Collaborative Educational Spaces. International Conference of Learning Sciences. 3. 1597–1598. 2 indexed citations
14.
Spikol, Daniel, et al.. (2012). Investigating how to design interactive learning environments to support students’ learning of upper secondary and university math. International Conference on Computers in Education. 1 indexed citations
15.
Pea, Roy, Marcelo Milrad, Heidy Maldonado, et al.. (2011). Learning and Technological Designs for Mobile Science Inquiry Collaboratories. 105–127. 4 indexed citations
16.
Wichmann, Astrid, H. Ulrich Hoppe, Daniel Spikol, et al.. (2010). Three perspectives on technology support in inquiry learning: personal inquiry, mobile collaboratories and emerging learning objects. Open Research Online (The Open University). 499–500. 2 indexed citations
17.
Spikol, Daniel, et al.. (2008). Mobile Collaboration Tools and Systems to Support Ubiquitous Learning. Infection. 35(6). 104–109. 4 indexed citations
18.
Spikol, Daniel. (2008). Playing and Learning Across Locations: : Indentifying Factors for the Design of Collaborative Mobile Learning. DiVA (Linnaeus University). 1 indexed citations
19.
Milrad, Marcelo & Daniel Spikol. (2007). Anytime, Anywhere Learning Supported by Smart Phones: Experiences and Results from the MUSIS Project. Educational Technology & Society. 10(4). 62–70. 38 indexed citations
20.
Kurti, Arianit, et al.. (2007). Exploring How Pervasive Technologies Can Support Situated Learning. 32(3). 19–26. 10 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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