Joyce Karreman

804 total citations
63 papers, 509 citations indexed

About

Joyce Karreman is a scholar working on Human-Computer Interaction, Artificial Intelligence and Education. According to data from OpenAlex, Joyce Karreman has authored 63 papers receiving a total of 509 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Human-Computer Interaction, 10 papers in Artificial Intelligence and 10 papers in Education. Recurrent topics in Joyce Karreman's work include Usability and User Interface Design (11 papers), Digital Communication and Language (8 papers) and Technology Use by Older Adults (6 papers). Joyce Karreman is often cited by papers focused on Usability and User Interface Design (11 papers), Digital Communication and Language (8 papers) and Technology Use by Older Adults (6 papers). Joyce Karreman collaborates with scholars based in Netherlands, Belgium and United States. Joyce Karreman's co-authors include M.F. Steehouder, Oscar Peters, Menno D.T. de Jong, Thea van der Geest, Hans van der Meij, Ron Hendrix, Lex van Velsen, Jobke Wentzel, Maarten van Limburg and Fenne Verhoeven and has published in prestigious journals such as British Journal of Educational Technology, Journal of Happiness Studies and BMC Medical Informatics and Decision Making.

In The Last Decade

Joyce Karreman

54 papers receiving 474 citations

Peers

Joyce Karreman

DEP

EDUCA

Anthony Faiola United States

S. Howard Australia

Yueliang Zhou China

Mohamed Oubibi China

Aline Chevalier France

Effie Law United Kingdom

Dena Al‐Thani Qatar

Samer Muthana Sarsam Malaysia

Lindsay Reynolds United States

Andy Smith United States

Anthony Faiola United States

Joyce Karreman

108 ×1.0

DEP

197 ×1.9

54 ×0.7

52 ×0.7

EDUCA

75 ×1.1

Citations per year, relative to Joyce Karreman Joyce Karreman (= 1×) peers Anthony Faiola

Countries citing papers authored by Joyce Karreman

Since Specialization

Citations

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

Fields of papers citing papers by Joyce Karreman

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Joyce Karreman

This figure shows the co-authorship network connecting the top 25 collaborators of Joyce Karreman. A scholar is included among the top collaborators of Joyce Karreman 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 Joyce Karreman. Joyce Karreman 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

Karreman, Joyce, et al.. (2024). Looks matter! A Comparative Analysis of Image Use on Chinese and Western Municipal Websites. University of Twente Research Information. 59–66.

Kraiss, Jannis T., et al.. (2024). Regaining Mental Well-Being in the Aftermath of the Covid-19 Pandemic with a Digital Multicomponent Positive Psychology Intervention: A Randomized Controlled Trial. Journal of Happiness Studies. 25(7). 4 indexed citations

Li, Qian, Menno D.T. de Jong, & Joyce Karreman. (2021). Cultural differences and the structure of user instructions: Effects of Chinese and Western structuring principles on Chinese and Western users. Technical Communication. 68(1). 37–55. 1 indexed citations

Jong, Menno D.T. de, et al.. (2017). The Image of User Instructions: Comparing Users' Expectations of and Experiences with an Official and a Commercial Software Manual. Technical Communication. 64(1). 38–49. 2 indexed citations

Jong, Menno D.T. de, et al.. (2015). Cultural Differences and User Instructions: Effects of a Culturally Adapted Manual Structure on Western and Chinese Users. Technical Communication. 62(3). 163–182. 5 indexed citations

Peters, Oscar, et al.. (2014). Validation of the Instructional Materials Motivation Survey ( IMMS ) in a self‐directed instructional setting aimed at working with technology. British Journal of Educational Technology. 46(1). 204–218. 149 indexed citations

Wentzel, Jobke, et al.. (2014). Participatory eHealth development to support nurses in antimicrobial stewardship. BMC Medical Informatics and Decision Making. 14(1). 45–45. 50 indexed citations

Karreman, Joyce, et al.. (2013). Confidence-increasing elements in user instructions: Seniors' reactions to verification steps and personal stories. Technical Communication. 60(3). 190–204. 3 indexed citations

Wentzel, M.J., et al.. (2012). Co-creation with Stakeholders: A Web 2.0 Antibiotic Stewardship Program. Data Archiving and Networked Services (DANS). 196–202. 5 indexed citations

10.

Karreman, Joyce, et al.. (2011). Participatory development via user-involvement - A Case Study about the development of a Web-based Patient-communication system about Methicillin-resistant Staphylococcus aureus. University of Twente Research Information. 6(4). 28. 4 indexed citations

11.

Wentzel, M.J., Joyce Karreman, & Julia E.W.C. van Gemert‐Pijnen. (2011). Towards an Internet-based Infectious Disease Management Platform to Increase Patient Safety. University of Twente Research Information. 47–50. 2 indexed citations

12.

Verhoeven, Fenne, et al.. (2010). Toward improved education of the public about methicillin-resistant Staphylococcus aureus: A Mental Models Approach. University of Twente Research Information. 1–11. 1 indexed citations

13.

Verhoeven, Fenne, et al.. (2010). Toward improved education about methicillin-resistant Staphylococcus aureus: A Mental Models Approach to identify the Dutch general public’s beliefs. International journal of infection control. 6(1). 1 indexed citations

14.

Meij, Hans van der, Joyce Karreman, & M.F. Steehouder. (2009). Three Decades of Research and Professional Practice on Printed Software Tutorials for Novices. Technical Communication. 56(3). 265–292. 30 indexed citations

15.

Karreman, Joyce, et al.. (2007). Adding Motivational Elements to an Instruction Manual for Seniors: Effects on Usability and Motivation. Technical Communication. 54(3). 343–358. 22 indexed citations

16.

Karreman, Joyce, et al.. (2006). Motivational elements in user instructions: strategies to boost the effectiveness of task performance. University of Twente Research Information. 1 indexed citations

17.

Karreman, Joyce, et al.. (2006). Motiverende elementen in gebruiksaanwijzingen. University of Twente Research Information. 11(3). 39–43.

18.

Steehouder, M.F., et al.. (2002). Making sense of step-by-step procedures. Data Archiving and Networked Services (DANS). 463–475. 4 indexed citations

19.

Steehouder, M.F., et al.. (2000). Making sense of step-by-step procedures. 463–475. 7 indexed citations

20.

Steehouder, M.F. & Joyce Karreman. (2000). De verwerking van stapsgewijze instructies. University of Twente Research Information. 22(3). 218–237. 2 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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