Emma Mercier
About
In The Last Decade
Emma Mercier
45 papers receiving 777 citations
Peers
Comparison fields: 5 of 89
- Developmental and Educational Psychology 366
- Education 362
- Information Systems 146
- Cognitive Neuroscience 136
- Clinical Psychology 134
Countries citing papers authored by Emma Mercier
This map shows the geographic impact of Emma Mercier'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 Emma Mercier with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Emma Mercier more than expected).
Fields of papers citing papers by Emma Mercier
This network shows the impact of papers produced by Emma Mercier. 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 Emma Mercier. The network helps show where Emma Mercier may publish in the future.
Co-authorship network of co-authors of Emma Mercier
This figure shows the co-authorship network connecting the top 25 collaborators of Emma Mercier. A scholar is included among the top collaborators of Emma Mercier 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 Emma Mercier. Emma Mercier is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 0 | |
| 2 | 0 | |
| 3 | 0 | |
| 4 | Exploring the Relationship Between the Types of Interactions and Progress on a Task during Collaborative Problem Solving | 5 |
| 5 | Harbingers of Collaboration? The Role of Early-Class Behaviors in Predicting Collaborative Problem Solving. | 1 |
| 6 | Visualizing representations of interaction states during cscl | 1 |
| 7 | Matching data-driven models of group interactions to video analysis of collaborative problem solving on tablet computers | 5 |
| 8 | Designing engineering tasks for collaborative problem solving | 8 |
| 9 | Researching and designing for the orchestration of learning in the CSCL classroom. | 1 |
| 10 | The Four Ts of the Collaborative Classroom | 4 |
| 11 | The development of collaborative practices in introductory engineering courses | 4 |
| 12 | Idea development in multi-touch and paper-based collaborative problem solving | 4 |
| 13 | Multi-touch technology to support multiple levels of collaborative learning in the classroom | 14 |
| 14 | NumberNet: Using Multi-Touch Technology to Support Within and Between-Group Mathematics Learning. | 13 |
| 15 | 73 | |
| 16 | 91 | |
| 17 | Partnering with K-12 educators in collaborative design of learning technology. | 1 |
| 18 | Collaborating to learn, learning to collaborate: finding the balance in a cross-disciplinary design course | 4 |
| 19 | Bringing Collaboration Front and Center in a Cross-Disciplinary Design Course | 3 |
| 20 | Equity and the development of technological fluency | 1 |
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.