Emin İbi̇li̇

589 total citations
25 papers, 407 citations indexed

About

Emin İbi̇li̇ is a scholar working on Computer Vision and Pattern Recognition, Education and Information Systems. According to data from OpenAlex, Emin İbi̇li̇ has authored 25 papers receiving a total of 407 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Computer Vision and Pattern Recognition, 9 papers in Education and 7 papers in Information Systems. Recurrent topics in Emin İbi̇li̇'s work include Augmented Reality Applications (11 papers), Virtual Reality Applications and Impacts (5 papers) and Impact of Technology on Adolescents (4 papers). Emin İbi̇li̇ is often cited by papers focused on Augmented Reality Applications (11 papers), Virtual Reality Applications and Impacts (5 papers) and Impact of Technology on Adolescents (4 papers). Emin İbi̇li̇ collaborates with scholars based in Türkiye, Australia and Colombia. Emin İbi̇li̇'s co-authors include Mark Billinghurst, Sami Şahin, Nurullah Okumuş, Mustafa Sırakaya, Çelebı Uluyol and Tolga Ertekın and has published in prestigious journals such as SHILAP Revista de lepidopterología, Education and Information Technologies and Interactive Learning Environments.

In The Last Decade

Emin İbi̇li̇

25 papers receiving 393 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Emin İbi̇li̇ Türkiye 11 176 131 128 106 69 25 407
Mohamad Bilal Ali Malaysia 12 117 0.7× 120 0.9× 67 0.5× 177 1.7× 73 1.1× 31 389
Danakorn Nincarean Eh Phon Malaysia 10 127 0.7× 178 1.4× 76 0.6× 278 2.6× 71 1.0× 26 572
Faruk Arıcı Türkiye 6 235 1.3× 191 1.5× 160 1.3× 100 0.9× 86 1.2× 13 455
Larysa Nadolny United States 9 129 0.7× 146 1.1× 85 0.7× 119 1.1× 161 2.3× 20 413
Avgoustos Tsınakos Greece 12 109 0.6× 179 1.4× 91 0.7× 168 1.6× 86 1.2× 40 443
Anne Estapa United States 12 93 0.5× 113 0.9× 67 0.5× 339 3.2× 121 1.8× 23 535
Kan Kan Chan Macao 8 81 0.5× 127 1.0× 37 0.3× 138 1.3× 89 1.3× 19 318
George Koutromanos Greece 11 158 0.9× 144 1.1× 95 0.7× 70 0.7× 95 1.4× 30 374
Tosti H.C. Chiang Taiwan 7 131 0.7× 142 1.1× 102 0.8× 106 1.0× 75 1.1× 12 332
Ekrem Solak Türkiye 10 111 0.6× 165 1.3× 84 0.7× 155 1.5× 64 0.9× 33 423

Countries citing papers authored by Emin İbi̇li̇

Since Specialization
Citations

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

Fields of papers citing papers by Emin İbi̇li̇

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Emin İbi̇li̇

This figure shows the co-authorship network connecting the top 25 collaborators of Emin İbi̇li̇. A scholar is included among the top collaborators of Emin İbi̇li̇ 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 Emin İbi̇li̇. Emin İbi̇li̇ 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
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2.
İbi̇li̇, Emin, et al.. (2023). Investigation of learners’ behavioral intentions to use metaverse learning environment in higher education: a virtual computer laboratory. Interactive Learning Environments. 32(10). 5893–5918. 17 indexed citations
3.
İbi̇li̇, Emin, et al.. (2022). Examination of behavioral intention toward E-learning: a case of University of the Third Age students. Educational Gerontology. 49(1). 60–79. 5 indexed citations
4.
5.
İbi̇li̇, Emin. (2020). Examination of Health Science University Students' Level of Readiness for E-Learning.. 7(3). 1010–1030. 7 indexed citations
6.
İbi̇li̇, Emin. (2020). A Comparison of Learning Style Preferences in E-Learning Environment: A Study of Health Science University Students in Turkey. 7(1). 127–150. 3 indexed citations
7.
İbi̇li̇, Emin, et al.. (2020). Bilgi-İşlemsel Düşünme Becerilerinin İncelenmesi: Meslek Liseleri Örneklemi. Kastamonu Eğitim Dergisi. 28(2). 1067–1078. 8 indexed citations
8.
9.
İbi̇li̇, Emin, et al.. (2019). An assessment of geometry teaching supported with augmented reality teaching materials to enhance students’ 3D geometry thinking skills. International Journal of Mathematical Education in Science and Technology. 51(2). 224–246. 91 indexed citations
10.
İbi̇li̇, Emin. (2019). Effect of augmented reality environments on cognitive load: pedagogical effect, instructional design, motivation and interaction interfaces. International Journal of Progressive Education. 15(5). 42–57. 22 indexed citations
11.
İbi̇li̇, Emin & Mark Billinghurst. (2019). The Relationship between Self-Esteem and Social Network Loneliness: A Study of Trainee School Counsellors. SHILAP Revista de lepidopterología. 7(3). 39–56. 2 indexed citations
12.
İbi̇li̇, Emin, et al.. (2019). Applying the technology acceptance model to understand maths teachers’ perceptions towards an augmented reality tutoring system. Education and Information Technologies. 24(5). 2653–2675. 107 indexed citations
13.
İbi̇li̇, Emin. (2017). Internet Addiction Levels and Problem-Solving Skills in the Teaching Profession: An Investigation. Acta Didactica Napocensia. 10(4). 93–107. 7 indexed citations
14.
İbi̇li̇, Emin, et al.. (2017). The Relationship Between Problem Solving and Internet Addiction: Sample of Pre-Service Teachers. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi. 19(1). 1–21. 3 indexed citations
15.
İbi̇li̇, Emin, et al.. (2017). Does Teaching Geometry with Augmented Reality Affect the Technology Acceptance of Elementary School Mathematics Teacher Candidates. Journals & Books Hosting (International Knowledge Sharing Platform). 8(19). 151–163. 9 indexed citations
16.
İbi̇li̇, Emin & Sami Şahin. (2015). Investigation of the effects on Computer Attitudes and Computer Self-Efficacy to use of Augmented Reality in Geometry Teaching. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi. 9(1). 332–350. 11 indexed citations
17.
İbi̇li̇, Emin & Sami Şahin. (2015). Geometri Öğretiminde Artırılmış Gerçeklik Kullanımın Öğrencilerin Bilgisayara Yönelik Tutumlarına ve Bilgisayar Öz-Yeterlilik Algılarına Etkisinin İncelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi. 9(1). 8 indexed citations
18.
İbi̇li̇, Emin & Sami Şahin. (2015). The effect of augmented reality assisted geometry instruction on students' achiveement and attitudes. 13(2). 177–193. 8 indexed citations
19.
İbi̇li̇, Emin & Sami Şahin. (2013). Artırılmış Gerçeklik ile İnteraktif 3D Geometri Kitabı Yazılımın Tasarımı ve Geliştirilmesi: ARGE3D (015101) (1-8). DSpace - AKÜ (Afyon Kocatepe University). 13(1). 2 indexed citations
20.
İbi̇li̇, Emin & Sami Şahin. (2013). Software Design and Development of an Interactive 3D Geometry Book Using Augmented Reality:ARGE3D. Afyon Kocatepe University Journal of Sciences and Engineering. 13(1). 1–8. 27 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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