Gary J. Anglin

1.6k total citations
27 papers, 989 citations indexed

About

Gary J. Anglin is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Gary J. Anglin has authored 27 papers receiving a total of 989 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Education, 8 papers in Developmental and Educational Psychology and 6 papers in Experimental and Cognitive Psychology. Recurrent topics in Gary J. Anglin's work include Visual and Cognitive Learning Processes (5 papers), Online and Blended Learning (5 papers) and Innovative Teaching and Learning Methods (4 papers). Gary J. Anglin is often cited by papers focused on Visual and Cognitive Learning Processes (5 papers), Online and Blended Learning (5 papers) and Innovative Teaching and Learning Methods (4 papers). Gary J. Anglin collaborates with scholars based in United States and Ghana. Gary J. Anglin's co-authors include Kathryn Ley, John M. Keller, Gary R. Morrison, W. Howard Levie, Walter Dick, Henry P. Cole, Jennifer Morrison and Thomas M. Schwen and has published in prestigious journals such as Educational Technology Research and Development, Journal of Computing in Higher Education and Perceptual and Motor Skills.

In The Last Decade

Gary J. Anglin

26 papers receiving 809 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Gary J. Anglin United States 12 581 300 138 131 106 27 989
Martin Tessmer United States 14 575 1.0× 240 0.8× 136 1.0× 93 0.7× 72 0.7× 34 1.0k
Joost Lowyck Belgium 16 746 1.3× 485 1.6× 92 0.7× 145 1.1× 63 0.6× 58 1.1k
Wilhelmina Savenye United States 17 567 1.0× 345 1.1× 118 0.9× 123 0.9× 139 1.3× 62 966
Robert A. Reiser United States 18 904 1.6× 417 1.4× 215 1.6× 191 1.5× 129 1.2× 60 1.4k
Jess E. House United States 6 649 1.1× 386 1.3× 84 0.6× 81 0.6× 53 0.5× 12 978
Kathryn Ley United States 10 469 0.8× 287 1.0× 113 0.8× 108 0.8× 66 0.6× 32 702
Heng‐Yu Ku United States 16 708 1.2× 366 1.2× 146 1.1× 175 1.3× 71 0.7× 57 1.1k
John K. Burton United States 15 388 0.7× 270 0.9× 121 0.9× 105 0.8× 78 0.7× 55 725
Walter Wager United States 7 869 1.5× 603 2.0× 141 1.0× 167 1.3× 112 1.1× 34 1.4k
Rod Sims Australia 12 589 1.0× 316 1.1× 112 0.8× 162 1.2× 65 0.6× 37 858

Countries citing papers authored by Gary J. Anglin

Since Specialization
Citations

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

Fields of papers citing papers by Gary J. Anglin

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Gary J. Anglin. 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 Gary J. Anglin. The network helps show where Gary J. Anglin may publish in the future.

Co-authorship network of co-authors of Gary J. Anglin

This figure shows the co-authorship network connecting the top 25 collaborators of Gary J. Anglin. A scholar is included among the top collaborators of Gary J. Anglin 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 Gary J. Anglin. Gary J. Anglin 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.
Anglin, Gary J., et al.. (2013). Visual Representations and Learning: The Role of Static and Animated Graphics. 854–905. 50 indexed citations
2.
Morrison, Gary R., et al.. (2010). Introduction to this special issue: Faculty intellectual property in the digital age. Journal of Computing in Higher Education. 22(3). 149–152. 1 indexed citations
3.
Morrison, Gary R. & Gary J. Anglin. (2006). An Instructional Design Approach for Effective Shovelware: Modifying Materials for Distance Education. The Quarterly Review of Distance Education. 7(1). 63–74. 16 indexed citations
4.
Morrison, Gary R. & Gary J. Anglin. (2006). AN INSTRUCTIONAL DESIGN APPROACH FOR EFFECTIVE SHOVELWARE. Quarterly review of distance education. 7(1). 63–74. 2 indexed citations
5.
Morrison, Gary R. & Gary J. Anglin. (2005). Research on cognitive load theory: Application to e-learning. Educational Technology Research and Development. 53(3). 94–104. 35 indexed citations
6.
Anglin, Gary J., et al.. (2005). Effect of computer programming instruction on the problem solving capability of college level introductory computer students. 1–315. 2 indexed citations
7.
Anglin, Gary J., et al.. (2004). An investigation of the effects of instructional strategy (instructor-centered versus learner-centered) and communication mode (synchronous and asynchronous) on student learning and interaction in a web-based environment.
8.
Anglin, Gary J. & Kathryn Ley. (2002). Trends and issues in instructional design and technology. Educational Technology Research and Development. 50(4). 67–71. 283 indexed citations
9.
Anglin, Gary J.. (2002). Designing effective instruction. Educational Technology Research and Development. 50(2). 79–83. 55 indexed citations
10.
Anglin, Gary J. & John M. Keller. (2001). Instructional design competencies: The standards. Educational Technology Research and Development. 49(4). 107–110. 145 indexed citations
11.
Anglin, Gary J. & Gary R. Morrison. (2000). An Analysis of Distance Education Research. Quarterly review of distance education. 1(3). 189–194. 3 indexed citations
12.
Anglin, Gary J. & Gary R. Morrison. (2000). An Analysis of Distance Education Research: Implications for the Instructional Technologist.. The Quarterly Review of Distance Education. 1(3). 23 indexed citations
13.
Anglin, Gary J., et al.. (1997). The Effect of Dynamic and Static Visuals on the Recall and Comprehension of Information Using Computer-Based Instruction. Journal of Visual Literacy. 17(2). 25–38. 2 indexed citations
14.
Anglin, Gary J.. (1995). Instructional Technology: Past, Present, and Future. Second Edition.. 8(2). 168–173. 3 indexed citations
15.
Anglin, Gary J., et al.. (1992). Reference citations in selected instructional design and technology journals, 1985–1990. Educational Technology Research and Development. 40(1). 40–43. 11 indexed citations
16.
Anglin, Gary J., et al.. (1991). Citation Networks of Selected Instructional Design and Technology Journals, 1985-1990.. 1 indexed citations
17.
Anglin, Gary J.. (1987). Effect of pictures on recall of written prose: How durable are picture effects?. ECTJ. 35(1). 25–30. 11 indexed citations
18.
Anglin, Gary J. & W. Howard Levie. (1985). Role of Visual Richness in Picture Recognition Memory. Perceptual and Motor Skills. 61(3_suppl). 1303–1306. 11 indexed citations
19.
Anglin, Gary J. & Henry P. Cole. (1983). Potentials and Problems of Systematic Instructional Design.. 59(2). 1–12. 1 indexed citations
20.
Anglin, Gary J., et al.. (1982). The interaction of learner aptitudes with instructional treatment in quadratic inequalities. ECTJ. 30(3). 131–140. 1 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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