Johan Lundin

1.4k total citations
82 papers, 904 citations indexed

About

Johan Lundin is a scholar working on Education, Sociology and Political Science and Information Systems. According to data from OpenAlex, Johan Lundin has authored 82 papers receiving a total of 904 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 16 papers in Sociology and Political Science and 16 papers in Information Systems. Recurrent topics in Johan Lundin's work include Innovative Teaching and Learning Methods (9 papers), Mobile Learning in Education (8 papers) and Online and Blended Learning (8 papers). Johan Lundin is often cited by papers focused on Innovative Teaching and Learning Methods (9 papers), Mobile Learning in Education (8 papers) and Online and Blended Learning (8 papers). Johan Lundin collaborates with scholars based in Sweden, United States and Iceland. Johan Lundin's co-authors include Hans Bernhoff, Gerhard Fischer, Juan de Santiago, J. Ola Lindberg, Ramia Mazé, Éric Laurier, Johan Abrahamsson, Tomas Lindroth, Anna Sigríður Íslind and Gunnar Steineck and has published in prestigious journals such as Journal of Molecular Biology, Computers & Education and The Journal of Physical Chemistry A.

In The Last Decade

Johan Lundin

71 papers receiving 779 citations

Peers

Johan Lundin

EDUCA

SPS

EEE

Nicole L. Wagner United States

Jason Chen United States

Andrew Howes United Kingdom

Yuqin Yang China

María T. Oliver-Hoyo United States

Dawn Owens United States

William C. Schmidt United States

Jae Park Hong Kong

Nicholas John Israel

Pei-Yi Lin Taiwan

Nicole L. Wagner United States

Johan Lundin

121 ×0.8

EDUCA

138 ×0.9

SPS

57 ×0.4

43 ×0.3

EEE

191 ×1.8

Citations per year, relative to Johan Lundin Johan Lundin (= 1×) peers Nicole L. Wagner

Countries citing papers authored by Johan Lundin

Since Specialization

Citations

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

Fields of papers citing papers by Johan Lundin

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Johan Lundin. 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 Johan Lundin. The network helps show where Johan Lundin may publish in the future.

Co-authorship network of co-authors of Johan Lundin

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

All Works

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20 of 20 papers shown

Lindberg, J. Ola & Johan Lundin. (2024). Methodological considerations for research on networked learning. Proceedings of the International Conference on Networked Learning. 12. 301–302.

Íslind, Anna Sigríður, et al.. (2023). Proxy design: a method for involving proxy users to speak on behalf of vulnerable or unreachable users in co-design. Information Technology and People. 38(1). 531–552. 3 indexed citations

Hashemi, Sylvana Sofkova, et al.. (2023). Fun and frustrating: Students’ perspectives on practising speaking English with virtual humans. Cogent Education. 10(1). 19 indexed citations

Lundin, Johan, et al.. (2023). From deadpan machine to relating socially: Middle school students’ experiences speaking English with embodied conversational agents. Journal of Research on Technology in Education. 56(6). 752–768. 6 indexed citations

Grisot, Miria, et al.. (2020). Changing Categorical Work in Healthcare: the Use of Patient-Generated Health Data in Cancer Rehabilitation. Computer Supported Cooperative Work (CSCW). 29(5). 563–586. 8 indexed citations

Lundin, Johan, et al.. (2019). Challenges in Mathematics Teachers' Introduction to a Digital Textbook: Analyzing Contradictions. Journal of Computers in Mathematics and Science Teaching. 38(4). 337–359. 8 indexed citations

Lundin, Johan, et al.. (2018). Challenges in Mathematics Teachers' Introduction to a Digital Textbook: Analyzing Contradictions. Society for Information Technology & Teacher Education International Conference. 38(4). 2387–2396. 3 indexed citations

Lindroth, Tomas, Anna Sigríður Íslind, Gunnar Steineck, & Johan Lundin. (2018). From Narratives to Numbers: Data Work and Patient-Generated Health Data in Consultations. Studies in health technology and informatics. 247. 491–495. 9 indexed citations

Lundin, Johan, et al.. (2017). Conditions Influencing Mathematics Teachers´ Uptake of Digital Tools – a Systematic Literature Review. Society for Information Technology & Teacher Education International Conference. 2016–2029. 1 indexed citations

10.

Lundin, Johan, et al.. (2015). Attitudes towards IT and use of LMS in Teacher Education: A Swedish case study.. Chalmers Publication Library (Chalmers University of Technology).

11.

Lundin, Johan, et al.. (2015). Exploring the Relationship between Sanctioned and Unsanctioned Laptop Use in a 1:1 Classroom. Educational Technology & Society. 18(1). 237–249. 15 indexed citations

12.

Lundin, Johan, et al.. (2012). Using TPACK for Analysing Teachers’ Task Design – Understanding Change in a 1:1-Laptop Setting. Chalmers Research (Chalmers University of Technology). 2012(1). 4773–4780. 7 indexed citations

13.

Rystedt, Hans, et al.. (2012). Young carers as co-designers of a web-based support system – the views of two publics. Informatics for Health and Social Care. 37(4). 203–216. 12 indexed citations

14.

Lundin, Johan, et al.. (2011). Developing metrics for analyzing IT supported student-teacher interaction in higher education. Society for Information Technology & Teacher Education International Conference. 2011(1). 2610–2615.

15.

Lundin, Johan, et al.. (2011). Evaluation of the Marine Game Simple Surface Warfare Model. The Journal of Physical Chemistry A. 118(9). 1697–705. 1 indexed citations

16.

Oliveira, Janaína G., Johan Lundin, Juan de Santiago, & Hans Bernhoff. (2010). A Double Wound Flywheel System under Standard Drive Cycles: Simulations and Experiments. International Journal of Emerging Electric Power Systems. 11(4). 3 indexed citations

17.

Lindroth, Tomas & Johan Lundin. (2006). Everyday interaction - an empirical study of a mobile practice. Chalmers Research (Chalmers University of Technology). 1 indexed citations

18.

Lundin, Johan. (2004). Designing Computer Supported Collaborative Learning Activities for Specific Contexts. Chalmers Research (Chalmers University of Technology). 2(2). 205–228. 4 indexed citations

19.

Lundin, Johan & Urban Nuldén. (2003). Mobile Scenarios - Supporting Collaborative Learning Among Mobile Workers. Chalmers Research (Chalmers University of Technology). 1 indexed citations

20.

Gustavsson, Patrik, et al.. (2001). Mobile Scenarios: Supporting Collaborative Learning among Mobile People. Chalmers Research (Chalmers University of Technology). 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.

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