Douglas B. Clark

6.6k total citations · 3 hit papers
85 papers, 4.3k citations indexed

About

Douglas B. Clark is a scholar working on Developmental and Educational Psychology, Education and Computer Science Applications. According to data from OpenAlex, Douglas B. Clark has authored 85 papers receiving a total of 4.3k indexed citations (citations by other indexed papers that have themselves been cited), including 69 papers in Developmental and Educational Psychology, 40 papers in Education and 22 papers in Computer Science Applications. Recurrent topics in Douglas B. Clark's work include Innovative Teaching and Learning Methods (49 papers), Educational Games and Gamification (32 papers) and Science Education and Pedagogy (22 papers). Douglas B. Clark is often cited by papers focused on Innovative Teaching and Learning Methods (49 papers), Educational Games and Gamification (32 papers) and Science Education and Pedagogy (22 papers). Douglas B. Clark collaborates with scholars based in United States, Canada and Netherlands. Douglas B. Clark's co-authors include Victor Sampson, Stephen S. Killingsworth, Emily E. Tanner‐Smith, Pratim Sengupta, Marcia C. Linn, James D. Slotta, Gökhan Özdemir, Gautam Biswas, John S. Kinnebrew and Satabdi Basu and has published in prestigious journals such as Computers in Human Behavior, Computers & Education and Review of Educational Research.

In The Last Decade

Douglas B. Clark

80 papers receiving 4.0k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Digital Games, Design, and Learning

2015 728 citations Douglas B. Clark, Stephen S. Killingsworth et al. profile →
Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework

2013 359 citations Pratim Sengupta, John S. Kinnebrew et al. Education and Information Technologies profile →
Scientific modeling and translanguaging: A multilingual and multimodal approach to support science learning and engagement

2021 76 citations Ashlyn Pierson, Douglas B. Clark et al. Science Education profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Douglas B. Clark United States	29	2.9k	2.4k	999	452	367	85	4.3k
Wim Jochems Netherlands	27	2.0k 0.7×	2.5k 1.1×	765 0.8×	553 1.2×	381 1.0×	82	4.3k
Susan M. Land United States	25	1.9k 0.7×	2.3k 1.0×	654 0.7×	279 0.6×	500 1.4×	75	3.5k
Jeroen Janssen Netherlands	28	2.0k 0.7×	2.3k 1.0×	882 0.9×	272 0.6×	516 1.4×	58	3.7k
Charles M. Reigeluth United States	33	1.9k 0.7×	2.7k 1.2×	901 0.9×	376 0.8×	705 1.9×	153	4.8k
Richard Lehrer United States	32	2.1k 0.7×	3.6k 1.5×	647 0.6×	377 0.8×	302 0.8×	101	5.5k
Gerry Stahl United States	28	2.7k 0.9×	1.6k 0.7×	1.0k 1.0×	385 0.9×	549 1.5×	159	4.1k
Elizabeth A. Davis United States	33	2.8k 1.0×	4.7k 2.0×	500 0.5×	507 1.1×	312 0.9×	85	5.9k
Armin Weinberger Germany	27	2.7k 0.9×	2.0k 0.9×	776 0.8×	319 0.7×	392 1.1×	81	3.8k
Daniel C. Edelson United States	19	1.8k 0.6×	2.3k 1.0×	536 0.5×	303 0.7×	469 1.3×	49	3.7k
Jan-Willem Strijbos Netherlands	28	1.9k 0.6×	2.5k 1.1×	631 0.6×	237 0.5×	455 1.2×	69	3.8k

Countries citing papers authored by Douglas B. Clark

Since Specialization

Citations

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

Fields of papers citing papers by Douglas B. Clark

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Douglas B. Clark. 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 Douglas B. Clark. The network helps show where Douglas B. Clark may publish in the future.

Co-authorship network of co-authors of Douglas B. Clark

This figure shows the co-authorship network connecting the top 25 collaborators of Douglas B. Clark. A scholar is included among the top collaborators of Douglas B. Clark 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 Douglas B. Clark. Douglas B. Clark 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

Clark, Douglas B., et al.. (2025). Fostering STEM identity through storytelling: links to belonging, self-efficacy, classroom climate, and lab performance. Chemistry Education Research and Practice. 27(1). 291–303.

Clark, Douglas B., et al.. (2024). Reframing Design in Education: Proposing a Framework to Support Pre-Service Teachers in Adopting Designerly Stances. Proceedings.. 1071–1074.

Pierson, Ashlyn, et al.. (2024). Intrinsic and instrumental care in pen pal letters: Recognizing care in STEM classrooms. Science Education. 108(6). 1608–1636. 1 indexed citations

Brady, Corey, et al.. (2023). Vygotskian hybridizing of motion and mapping: Learning about geometric transformations in block-based programming environments. Mathematical Thinking and Learning. 27(1). 25–59.

Clark, Douglas B., et al.. (2023). Different strategies to facilitate meaningful reflections among post-secondary students in a community service learning water project. Chemistry Education Research and Practice. 25(1). 212–224. 1 indexed citations

Özdemir, Gökhan, et al.. (2018). The Relationship Between Demographic Variables and Scientific Creativity: Mediating and Moderating Roles of Scientific Process Skills. Research in Science Education. 50(5). 2055–2079. 13 indexed citations

Basu, Satabdi, Gautam Biswas, Pratim Sengupta, et al.. (2016). Identifying middle school students’ challenges in computational thinking-based science learning. Research and Practice in Technology Enhanced Learning. 11(1). 13–13. 83 indexed citations

Tsovaltzi, Dimitra, Christa S. C. Asterhan, Christine Greenhow, et al.. (2014). When Friends Argue: Investigating Argumentative Learning Processes in Facebook.. International Conference of Learning Sciences. 3. 1342–1351. 2 indexed citations

Clark, Douglas B., Stephen S. Killingsworth, Mario Martinez-Garza, et al.. (2013). Digital Games and Science Learning: Design Principles and Processes to Augment Commercial Game Design Conventions.. 1 indexed citations

10.

Killingsworth, Stephen S. & Douglas B. Clark. (2013). Connecting Learning Goals and Component Cognitive Skills in Digital Games. Cognitive Science. 35(35). 1 indexed citations

11.

Sengupta, Pratim, John S. Kinnebrew, Satabdi Basu, Gautam Biswas, & Douglas B. Clark. (2013). Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework. Education and Information Technologies. 18(2). 351–380. 359 indexed citations breakdown →

12.

Steinkuehler, Constance, Roy Pea, James Paul Gee, et al.. (2012). Games, Learning, and Society. Cambridge University Press eBooks. 63 indexed citations

13.

Clark, Douglas B., et al.. (2010). SURGE: intended and unintended science learning in games. International Conference of Learning Sciences. 247–247. 2 indexed citations

14.

Clark, Douglas B., et al.. (2010). SURGE: integrating Vygotsky's spontaneous and instructed concepts in a digital game?. International Conference of Learning Sciences. 384–385. 6 indexed citations

15.

Sampson, Victor & Douglas B. Clark. (2009). A Comparison of the Collaborative Scientific Argumentation Practices of Two High and Two Low Performing Groups. Research in Science Education. 41(1). 63–97. 90 indexed citations

16.

Linn, Marcia C., Chris Quintana, Hsin‐Yi Chang, et al.. (2008). Improving the design and impact of interactive, dynamic visualizations for science learning. International Conference of Learning Sciences. 221–228. 4 indexed citations

17.

Medina‐Jerez, William, et al.. (2007). Science for ELLs: Rethinking Our Approach. The Science Teacher. 74(3). 52–56. 10 indexed citations

18.

Sampson, Victor & Douglas B. Clark. (2006). Assessment of argument in science education: a critical review of the literature. International Conference of Learning Sciences. 655–661. 27 indexed citations

19.

Weinberger, Armin, Douglas B. Clark, Gijsbert Erkens, et al.. (2006). Argumentative knowledge construction in CSCL. Utrecht University Repository (Utrecht University). 1094–1100. 6 indexed citations

20.

Clark, Douglas B. & Victor Sampson. (2006). Personally‐Seeded Discussions to Scaffold Online Argumentation. International Journal of Science Education. 29(3). 253–277. 151 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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