John B. Black
About
In The Last Decade
John B. Black
92 papers receiving 3.6k citations
Hit Papers
Peers
Comparison fields: 5 of 134
- Developmental and Educational Psychology 1.7k
- Experimental and Cognitive Psychology 1.2k
- Cognitive Neuroscience 999
- Artificial Intelligence 815
- Social Psychology 620
Countries citing papers authored by John B. Black
This map shows the geographic impact of John B. Black'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 John B. Black with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites John B. Black more than expected).
Fields of papers citing papers by John B. Black
This network shows the impact of papers produced by John B. Black. 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 John B. Black. The network helps show where John B. Black may publish in the future.
Co-authorship network of co-authors of John B. Black
This figure shows the co-authorship network connecting the top 25 collaborators of John B. Black. A scholar is included among the top collaborators of John B. Black 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 John B. Black. John B. Black 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 | ¿From Abstract to Concrete? Evidence for designing learning platforms that adapt to user's proficiencies. | 2 |
| 3 | Supporting Debugging Skills: Using Embodied Instructions in Children’s Programming Education | 5 |
| 4 | M3 - Situating Embodied Learning: Embedding Gestures in Narratives to Learn Mathematical FrActions in a digital tablet environment. | 0 |
| 5 | Reactivation of Multimodal Representations and Perceptual Simulations for Meaningful Learning: A Comparison of Direct Embodiment, Surrogate Embodiment, and Imagined Embodiment. | 1 |
| 6 | Using Touch-Based Input to Promote Student Math Learning in a Multimedia Learning Environment | 2 |
| 7 | Chinese character learning: Using embodied animations in initial stages | 13 |
| 8 | From Hands to Minds: Gestures Promote Action Understanding. | 1 |
| 9 | The Effects of LEGO Robotics and Embodiment in Elementary Science Learning | 1 |
| 10 | Promoting Development of Geometry Concepts: Interfacing Multiple Embodied Representations with a Computer Game | 2 |
| 11 | Building Student Understanding and Interest in Science through Embodied Experiences with LEGO Robotics | 8 |
| 12 | Development in the Estimation of Degree Measure: Integrating Analog and Discrete Representations | 1 |
| 13 | Instructional Embodiment and Video Game Programming in an After School Program | 17 |
| 14 | Possibilities of Haptic Feedback Simulation for Physics Learning | 11 |
| 15 | Surrogate Embodiment, Mathematics Instruction and Video Game Programming | 12 |
| 16 | 50 | |
| 17 | When can animation improve learning? Some implications on human computer interaction and learning | 16 |
| 18 | Knowledge transformations during the acquisition of computer expertise | 9 |
| 19 | Facilitating Human-Computer Communication | 22 |
| 20 | Summarizing narratives | 21 |
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.