Kara L. Orvis
- Developmental and Educational Psychology top 5%
- Education top 5%
- Sociology and Political Science top 10%
- Computer Science Applications top 5%
- Social Psychology top 10%
- Co-authors
- Wendy L. BedwellElizabeth H. LazzaraEduardo SalasC. Shawn BurkeJamie L. EstockKatherine A. WilsonRobert A. WisherCurtis J. Bonk
- Topics
- Online and Blended Learning (4 papers)Innovative Teaching and Learning Methods (3 papers)Educational Games and Gamification (3 papers)
- Partner nations
- United States
In The Last Decade
Kara L. Orvis
11 papers receiving 522 citations
Peers
Comparison fields: 5 of 65
- Developmental and Educational Psychology 338
- Education 204
- Sociology and Political Science 158
- Computer Science Applications 115
- Social Psychology 114
Countries citing papers authored by Kara L. Orvis
This map shows the geographic impact of Kara L. Orvis'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 Kara L. Orvis with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Kara L. Orvis more than expected).
Fields of papers citing papers by Kara L. Orvis
This network shows the impact of papers produced by Kara L. Orvis. 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 Kara L. Orvis. The network helps show where Kara L. Orvis may publish in the future.
Co-authorship network of co-authors of Kara L. Orvis
This figure shows the co-authorship network connecting the top 25 collaborators of Kara L. Orvis. A scholar is included among the top collaborators of Kara L. Orvis 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 Kara L. Orvis. Kara L. Orvis is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 7 | |
| 2 | 1 | |
| 3 | 1 | |
| 4 | 13 | |
| 5 | 352 | |
| 6 | 76 | |
| 7 | 17 | |
| 8 | Are Students Ready to E-Learn? The Influence of Experience with PC-Based Game Environments on Motivation | 1 |
| 9 | 11 | |
| 10 | Maximizing Training Effectiveness using PC-Based Games | 2 |
| 11 | Learning From Focus Groups: An Examination of Blended Learning | 77 |
| 12 | 37 |
About Kara L. Orvis
Kara L. Orvis is a scholar working on Developmental and Educational Psychology, Communication and Social Psychology, having authored 12 papers that have together received 595 indexed citations. Recurring topics across this work include Online and Blended Learning (4 papers), Innovative Teaching and Learning Methods (3 papers) and Educational Games and Gamification (3 papers). The work is most often cited by research in Developmental and Educational Psychology (338 citations), Computer Science Applications (115 citations) and Communication (76 citations). Kara L. Orvis has collaborated with scholars based in United States. Frequent co-authors include Wendy L. Bedwell, Elizabeth H. Lazzara, Eduardo Salas, C. Shawn Burke, Jamie L. Estock, Katherine A. Wilson, Robert A. Wisher, Curtis J. Bonk, Catherine Durnell Cramton and Jeanne M. Wilson. Their work appears in journals such as Journal of Management, Computers in Human Behavior and Simulation & Gaming.
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.