Greg P. Kearsley

446 citations
17 papers · 279 indexed · h-index 8
Topics
Cognitive and psychological constructs research (3 papers)Intelligent Tutoring Systems and Adaptive Learning (2 papers)Experimental Learning in Engineering (1 paper)
Partner nations
CanadaUnited States

In The Last Decade

Greg P. Kearsley

17 papers receiving 217 citations

Peers

Greg P. Kearsley
Comparison fields: 5 of 73
  • Developmental and Educational Psychology 87
  • Artificial Intelligence 73
  • Education 72
  • Language and Linguistics 39
  • Social Psychology 38
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Countries citing papers authored by Greg P. Kearsley

Since Specialization
Citations

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

Fields of papers citing papers by Greg P. Kearsley

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Greg P. Kearsley. 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 Greg P. Kearsley. The network helps show where Greg P. Kearsley may publish in the future.

Co-authorship network of co-authors of Greg P. Kearsley

This figure shows the co-authorship network connecting the top 25 collaborators of Greg P. Kearsley. A scholar is included among the top collaborators of Greg P. Kearsley 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 Greg P. Kearsley. Greg P. Kearsley is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

17 of 17 papers shown
#WorkIndexed citations
1
Artificial intelligence and instruction: Applications and methods
52
2
Designing Interactive Software
5
3
Design Factors for Successful Videodisc-Based Instruction.
19
4 16
5 27
6 1
7 16
8 2
9 8
10 1
11
Some Conceptual Issues in Computer-Assisted Instruction.
11
12
The Cost of CAI: A Matter of Assumptions.
7
13 5
14 93
15
Some 'Facts' About CAI: Trends 1970-1976.
5
16 4
17 7

About Greg P. Kearsley

Greg P. Kearsley is a scholar working on Social Psychology, Applied Psychology and Experimental and Cognitive Psychology, having authored 17 papers that have together received 279 indexed citations. Recurring topics across this work include Cognitive and psychological constructs research (3 papers), Intelligent Tutoring Systems and Adaptive Learning (2 papers) and Experimental Learning in Engineering (1 paper). The work is most often cited by research in Developmental and Educational Psychology (87 citations), Computer Science Applications (25 citations) and Language and Linguistics (39 citations). Greg P. Kearsley has collaborated with scholars based in Canada and United States. Frequent co-authors include H. McIlvaine Parsons, C. Victor Bunderson, Andrew S. Gibbons, James B. Olsen, Joseph R. Royce, Allan R. Buss and Robert J. Seidel. Their work appears in journals such as Human Factors The Journal of the Human Factors and Ergonomics Society, Educational and Psychological Measurement and Intelligence.

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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