This map shows the geographic impact of Iouri Belski'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 Iouri Belski with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Iouri Belski more than expected).
This network shows the impact of papers produced by Iouri Belski. 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 Iouri Belski. The network helps show where Iouri Belski may publish in the future.
Co-authorship network of co-authors of Iouri Belski
This figure shows the co-authorship network connecting the top 25 collaborators of Iouri Belski.
A scholar is included among the top collaborators of Iouri Belski 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 Iouri Belski. Iouri Belski 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.
Steger, Florian, et al.. (2018). Energiespeicher-Praktikum an der TH Ingolstadt: Reale versus simulierte Experimente. RMIT Research Repository (RMIT University Library).1 indexed citations
2.
Schweiger, Hans‐Georg, et al.. (2017). Laboratory Learning: Hands-on versus Simulated Experiments. RMIT Research Repository (RMIT University Library).2 indexed citations
3.
Belski, Iouri, et al.. (2017). Introducing TRIZ heuristics to students in NZ Diploma in Engineering. RMIT Research Repository (RMIT University Library).1 indexed citations
4.
Nestel, Debra, et al.. (2017). Simulating Work-Integrated-Learning (WIL) - Learning from health professional education. RMIT Research Repository (RMIT University Library).1 indexed citations
5.
Belski, Iouri & Regina Belski. (2016). Student-generated dynamic worked examples as videos to enhance learning in STEM. RMIT Research Repository (RMIT University Library).1 indexed citations
6.
Belski, Iouri, et al.. (2016). Perceptions of computer and pen-and-paper based learning environments for engaging in creative problem solving activities. RMIT Research Repository (RMIT University Library).1 indexed citations
7.
Schweiger, Hans‐Georg, et al.. (2016). Teaching battery basics in laboratories: Comparing learning outcomes of hands-on experiments and computer-based simulations. RMIT Research Repository (RMIT University Library).1 indexed citations
Belski, Iouri, et al.. (2014). On the effectiveness of systematized substance-field analysis for idea generation. RMIT Research Repository (RMIT University Library).4 indexed citations
10.
Belski, Iouri, et al.. (2014). Can Simple Ideation Techniques Enhance Idea Generation. Swinburne Research Bank (Swinburne University of Technology). 116.9 indexed citations
11.
Belski, Iouri, et al.. (2013). Application of substance-field analysis for failure analysis. RMIT Research Repository (RMIT University Library).3 indexed citations
12.
Belski, Iouri, et al.. (2013). Application of TRIZ in improving the creativity of engineering experts. RMIT Research Repository (RMIT University Library).1 indexed citations
13.
Belski, Iouri, et al.. (2013). Educating a reflective engineer: learning from engineering experts. RMIT Research Repository (RMIT University Library).7 indexed citations
14.
Belski, Iouri & Regina Belski. (2013). Impact of dynamic (videotaped) worked examples on knowledge transfer. Swinburne Research Bank (Swinburne University of Technology).3 indexed citations
15.
Belski, Iouri, et al.. (2013). Teaching TRIZ at University: A Longitudinal Study. International journal of engineering education. 29(2). 346–354.20 indexed citations
16.
Belski, Iouri, et al.. (2009). Improving feedback in large classes: Application of task evaluation and reflection instrument for student self-assessment (TERISSA) in a unit on business statistics. RMIT Research Repository (RMIT University Library).2 indexed citations
17.
Belski, Iouri. (2009). Improving student satisfaction with feedback by engaging them in self-assessment and reflection. RMIT Research Repository (RMIT University Library).5 indexed citations
18.
Belski, Iouri. (2009). TERISSA: 'Plug and play' to improve assessment and feedback. RMIT Research Repository (RMIT University Library). 747–752.2 indexed citations
19.
Belski, Iouri, et al.. (2008). Cognitive foundations of TRIZ problem-solving tools. RMIT Research Repository (RMIT University Library).5 indexed citations
20.
Belski, Iouri. (2005). Improving the skills of engineers in systematic thinking. 1776.3 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.