Elsa Eiríksdóttir

586 total citations
26 papers, 378 citations indexed

About

Elsa Eiríksdóttir is a scholar working on Education, Human-Computer Interaction and Political Science and International Relations. According to data from OpenAlex, Elsa Eiríksdóttir has authored 26 papers receiving a total of 378 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Education, 6 papers in Human-Computer Interaction and 5 papers in Political Science and International Relations. Recurrent topics in Elsa Eiríksdóttir's work include Global Educational Policies and Reforms (5 papers), Higher Education Learning Practices (5 papers) and Visual and Cognitive Learning Processes (4 papers). Elsa Eiríksdóttir is often cited by papers focused on Global Educational Policies and Reforms (5 papers), Higher Education Learning Practices (5 papers) and Visual and Cognitive Learning Processes (4 papers). Elsa Eiríksdóttir collaborates with scholars based in Iceland, United States and Sweden. Elsa Eiríksdóttir's co-authors include Richard Catrambone, Erika Shehan Poole, Elizabeth D. Mynatt, Andrew Miller, Yan Xu, Per‐Åke Rosvall, Mattias Nylund, Ulpukka Isopahkala-Bouret, Ann‐Sofie Holm and Anne Collins McLaughlin and has published in prestigious journals such as Human Factors The Journal of the Human Factors and Ergonomics Society, Journal of Experimental Psychology Applied and Education Sciences.

In The Last Decade

Elsa Eiríksdóttir

25 papers receiving 358 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Elsa Eiríksdóttir Iceland 9 136 112 88 78 57 26 378
Mohamed Oubibi China 11 100 0.7× 208 1.9× 73 0.8× 65 0.8× 67 1.2× 56 593
Daniela Quiñones Chile 7 155 1.1× 66 0.6× 41 0.5× 47 0.6× 35 0.6× 23 456
Cynthia Putnam United States 13 163 1.2× 105 0.9× 43 0.5× 80 1.0× 25 0.4× 41 578
Suzanne Prior United Kingdom 10 73 0.5× 85 0.8× 65 0.7× 112 1.4× 27 0.5× 27 431
Leanne Bowler United States 17 163 1.2× 184 1.6× 179 2.0× 80 1.0× 17 0.3× 53 656
Gianluca Schiavo Italy 11 85 0.6× 81 0.7× 75 0.9× 66 0.8× 21 0.4× 45 450
Effie Law United Kingdom 9 153 1.1× 72 0.6× 102 1.2× 84 1.1× 34 0.6× 19 427
S. Howard Australia 9 129 0.9× 31 0.3× 116 1.3× 120 1.5× 46 0.8× 12 448
M. Cummins United States 10 47 0.3× 247 2.2× 114 1.3× 81 1.0× 30 0.5× 35 555
Anne Weibert Germany 16 267 2.0× 62 0.6× 179 2.0× 28 0.4× 23 0.4× 47 585

Countries citing papers authored by Elsa Eiríksdóttir

Since Specialization
Citations

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

Fields of papers citing papers by Elsa Eiríksdóttir

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Elsa Eiríksdóttir

This figure shows the co-authorship network connecting the top 25 collaborators of Elsa Eiríksdóttir. A scholar is included among the top collaborators of Elsa Eiríksdóttir 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 Elsa Eiríksdóttir. Elsa Eiríksdóttir 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.
Eiríksdóttir, Elsa, et al.. (2025). Policy confluences, curricular changes and access to academic knowledge: mapping the structure and content of the Icelandic upper secondary academic curriculum. Nordic Journal of Studies in Educational Policy. 11(3). 260–275.
2.
Eiríksdóttir, Elsa, et al.. (2024). Stigveldi framhaldsskóla. 1 indexed citations
3.
4.
Eiríksdóttir, Elsa, et al.. (2023). Cascading effect of upper secondary education policy reform: the experiences and perspectives of university teachers. Education Inquiry. 16(2). 254–274. 4 indexed citations
5.
Eiríksdóttir, Elsa. (2022). Áskoranir starfsmenntunar: Aðgengi starfsmenntanema að háskólanámi. Opin vísindi (Opin vísindi). 1 indexed citations
6.
Eiríksdóttir, Elsa, et al.. (2022). Starfsumhverfi framhaldsskólakennara á fyrsta ári COVID-19 heimsfaraldurs. Opin vísindi (Opin vísindi). 3 indexed citations
7.
Eiríksdóttir, Elsa, et al.. (2021). Fjarkennsla í faraldri: Nám og kennsla í framhaldsskólum á tímum samkomubanns vegna COVID-19. Opin vísindi (Opin vísindi). 2 indexed citations
8.
Eiríksdóttir, Elsa, et al.. (2020). Þversagnir og kerfisvillur? Kortlagning á ólíkri stöðu bóknáms- og starfsnámsbrauta á framhaldsskólastigi. Opin vísindi (Opin vísindi). 3 indexed citations
9.
Eiríksdóttir, Elsa & Per‐Åke Rosvall. (2019). VET Teachers’ Interpretations of Individualisation and Teaching of Skills and Social Order in two Nordic Countries. European Educational Research Journal. 18(3). 355–375. 24 indexed citations
10.
Eiríksdóttir, Elsa. (2017). Nám í skóla og á vinnustað: Viðhorf og reynsla sveina, kennara og meistara af tvískiptu kerfi löggiltra iðngreina. Opin vísindi (Opin vísindi). 26(1-2). 43–64. 1 indexed citations
11.
Eiríksdóttir, Elsa & Richard Catrambone. (2015). The effects of timing of exposure to principles and procedural instruction specificity on learning an electrical troubleshooting skill.. Journal of Experimental Psychology Applied. 21(4). 383–394. 1 indexed citations
12.
Poole, Erika Shehan, Elsa Eiríksdóttir, Andrew Miller, et al.. (2013). Designing for Spectators and Coaches: Social Support in Pervasive Health Games for Youth. 1 indexed citations
13.
Poole, Erika Shehan, Elsa Eiríksdóttir, Andrew Miller, et al.. (2013). Designing for Spectators and Coaches: Social Support in Pervasive Health Games for Youth. 3 indexed citations
14.
Xu, Yan, Erika Shehan Poole, Andrew Miller, et al.. (2012). Designing pervasive health games for sustainability, adaptability and sociability. 49–56. 35 indexed citations
15.
Xu, Yan, Erika Shehan Poole, Andrew Miller, et al.. (2012). This is not a one-horse race. 843–852. 43 indexed citations
16.
Poole, Erika Shehan, Andrew Miller, Yan Xu, et al.. (2011). The place for ubiquitous computing in schools. 395–404. 38 indexed citations
17.
Eiríksdóttir, Elsa, Yan Xu, Andrew Miller, et al.. (2011). Assessing Health Games in Secondary Schools: An Investigation of the American Horsepower Challenge 2009-2010. SMARTech Repository (Georgia Institute of Technology). 7 indexed citations
18.
Gandy, Maribeth, Richard Catrambone, Blair MacIntyre, et al.. (2010). Experiences with an AR evaluation test bed: Presence, performance, and physiological measurement. 127–136. 40 indexed citations
19.
Eiríksdóttir, Elsa & Richard Catrambone. (2008). How do People Use Instructions in Procedural Tasks?. Proceedings of the Human Factors and Ergonomics Society Annual Meeting. 52(8). 673–677. 1 indexed citations
20.
Eiríksdóttir, Elsa & Richard Catrambone. (2007). Using Instructions in Procedural Tasks. eScholarship (California Digital Library). 29(29). 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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