Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
A systematic review of eye tracking research on multimedia learning
Countries citing papers authored by Kürşat Çağıltay
Since
Specialization
Citations
This map shows the geographic impact of Kürşat Çağıltay'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 Kürşat Çağıltay with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Kürşat Çağıltay more than expected).
This network shows the impact of papers produced by Kürşat Çağıltay. 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 Kürşat Çağıltay. The network helps show where Kürşat Çağıltay may publish in the future.
Co-authorship network of co-authors of Kürşat Çağıltay
This figure shows the co-authorship network connecting the top 25 collaborators of Kürşat Çağıltay.
A scholar is included among the top collaborators of Kürşat Çağıltay 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 Kürşat Çağıltay. Kürşat Çağıltay is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Donmez, M A. & Kürşat Çağıltay. (2016). A Review and Categorization of Instructional Design Models. OpenMETU (Middle East Technical University).5 indexed citations
6.
Çağıltay, Kürşat, et al.. (2015). Social Interactions and Games. Digital Education Review. 27(27). 1–12.12 indexed citations
7.
Çağıltay, Kürşat, et al.. (2014). The seven principles of good practice: a practical approach to evaluating online courses. DergiPark (Istanbul University).7 indexed citations
8.
Tüzün, Hakan, et al.. (2014). Öğrencilerin Eğitsel Bilgisayar Oyunu Kullanımına İlişkin Görüşleri: Sosyal Bilgiler Dersi Örneği. DergiPark (Istanbul University).12 indexed citations
9.
Çağıltay, Kürşat, et al.. (2013). ARE KIDS AWARE OF BEING BULLIED OR OF BULLYING OTHER CHILDREN WHILST PLAYING VIDEO GAMES IN INTERNET CAFES. OpenMETU (Middle East Technical University). 3024–3027.1 indexed citations
10.
Seferoğlu, Gölge, et al.. (2012). Mobile Language Learning Contribution of Multimedia Messages via Mobile Phones in Consolidating Vocabulary. The Asia-Pacific Education Researcher. 21(1). 1–1.46 indexed citations
11.
Çağıltay, Kürşat, et al.. (2011). Instructors’ Perceptions regarding Information and Communication Technologies Integration into Instruction in a Kyrgyzstan University: a case study.. EdMedia: World Conference on Educational Media and Technology. 2011(1). 225–231.1 indexed citations
12.
Baran, Bahar, et al.. (2010). Turkish University Students' Technology Use Profiles and Their Thoughts about Distance Education.. OpenMETU (Middle East Technical University). 9(1). 235–242.9 indexed citations
13.
Baran, Bahar & Kürşat Çağıltay. (2010). The Dynamics of Online Communities in the Activity Theory Framework.. Educational Technology & Society. 13(4). 155–166.35 indexed citations
14.
İnal, Yavuz & Kürşat Çağıltay. (2006). Avatars as Pedagogical Agents for Digital Game-Based Learning. Society for Information Technology & Teacher Education International Conference. 2006(1). 3440–3443.3 indexed citations
15.
Can, Gülfidan & Kürşat Çağıltay. (2006). Turkish Prospective Teachers' Perceptions regarding the Use of Computer Games with Educational Features. Educational Technology & Society. 9(1). 308–321.59 indexed citations
16.
İnal, Yavuz, et al.. (2006). Use of Commercial Games for Educational Purposes: Will Today’s Teacher Candidates Use them in the Future?. OpenMETU (Middle East Technical University). 2006(1). 1757–1762.12 indexed citations
17.
Çağıltay, Kürşat, et al.. (2006). Evaluation of Children's Web Sites: What Do They Prefer?. EdMedia: World Conference on Educational Media and Technology. 2006(1). 569–574.2 indexed citations
18.
İnal, Yavuz & Kürşat Çağıltay. (2006). Turkish Female Students’ Attitudes Toward Internet, Computers And Game Play From The View Of Cultural Perspectives. Society for Information Technology & Teacher Education International Conference. 2006(1). 1621–1627.1 indexed citations
Çağıltay, Kürşat. (1999). Culture and its Effects on Human-Computer-Interaction. EdMedia: World Conference on Educational Media and Technology. 1999(1). 1626–1626.12 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.