Heidi Diefes‐Dux
About
In The Last Decade
Heidi Diefes‐Dux
157 papers receiving 1.9k citations
Peers
Comparison fields: 5 of 101
- Education 1.1k
- Media Technology 642
- Developmental and Educational Psychology 534
- Computer Science Applications 459
- Architecture 359
Countries citing papers authored by Heidi Diefes‐Dux
This map shows the geographic impact of Heidi Diefes‐Dux'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 Heidi Diefes‐Dux with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Heidi Diefes‐Dux more than expected).
Fields of papers citing papers by Heidi Diefes‐Dux
This network shows the impact of papers produced by Heidi Diefes‐Dux. 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 Heidi Diefes‐Dux. The network helps show where Heidi Diefes‐Dux may publish in the future.
Co-authorship network of co-authors of Heidi Diefes‐Dux
This figure shows the co-authorship network connecting the top 25 collaborators of Heidi Diefes‐Dux. A scholar is included among the top collaborators of Heidi Diefes‐Dux 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 Heidi Diefes‐Dux. Heidi Diefes‐Dux 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 | 1 | |
| 3 | 4 | |
| 4 | 10 | |
| 5 | 2 | |
| 6 | Written feedback on design: a comparison of students and educators | 5 |
| 7 | Characteristics of Feedback that Influence Student Confidence and Performance during Mathematical Modeling | 3 |
| 8 | 9 | |
| 9 | Framework for Evaluating Simulations: Analysis of Student Developed Interactive Computer Tools | 1 |
| 10 | 4 | |
| 11 | 2 | |
| 12 | 2 | |
| 13 | AC 2011-1010: EVALUATING STUDENT RESPONSES IN OPEN-ENDED PROBLEMS INVOLVING ITERATIVE SOLUTION DEVELOPMENT IN MODEL-ELICITING ACTIVITIES | 4 |
| 14 | Using educational research in the design of evaluation tools for open-ended problems | 36 |
| 15 | AC 2007-2721: SPONTANEOUS GROUPS VERSUS LONG-TERM TEAMS: AN INVESTIGATION USING COMPLEX PROBLEM SOLVING IN A FIRST-YEAR ENGINEERING COURSE | 1 |
| 16 | AC 2007-2744: PROGRAM AND CURRICULUM ASSESSMENT FOR THE INSTITUTE FOR P-12 ENGINEERING RESEARCH AND LEARNING (INSPIRE) SUMMER ACADEMIES FOR P-6 TEACHERS | 5 |
| 17 | Quantifying Aluminum Crystal Size Part 2: The Model-Development Sequence. | 13 |
| 18 | Quantifying Aluminum Crystal Size Part 1: The Model-Eliciting Activity. | 36 |
| 19 | Impact of Cognitive-Based Instructional Intervention on Learning Motivation: The Implementation of Student-Made Glossary in a Programming-Oriented Engineering Problem-Solving Course and Its Impact on Learning Motivation. | 1 |
| 20 | 7 |
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.