Lucía Campo

434 total citations · 1 hit paper
17 papers, 219 citations indexed

About

Lucía Campo is a scholar working on Education, Computer Science Applications and Information Systems. According to data from OpenAlex, Lucía Campo has authored 17 papers receiving a total of 219 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Education, 7 papers in Computer Science Applications and 2 papers in Information Systems. Recurrent topics in Lucía Campo's work include E-Learning and Knowledge Management (6 papers), Higher Education Teaching and Evaluation (5 papers) and Education and Critical Thinking Development (4 papers). Lucía Campo is often cited by papers focused on E-Learning and Knowledge Management (6 papers), Higher Education Teaching and Evaluation (5 papers) and Education and Critical Thinking Development (4 papers). Lucía Campo collaborates with scholars based in Spain and France. Lucía Campo's co-authors include Donna Fernández Nogueira, Manuel Poblete Ruiz, María José Bezanilla, Héctor Galindo‐Domínguez, Nahia Delgado, Ana María García Olalla and Mamadou Guèye and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Computer Assisted Learning and Education and Information Technologies.

In The Last Decade

Lucía Campo

16 papers receiving 203 citations

Hit Papers

align trajectories

What are hit papers?

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.

Relationship between teachers’ digital competence and attitudes towards artificial intelligence in education

2024 43 citations Héctor Galindo‐Domínguez, Nahia Delgado et al. International Journal of Educational Research profile →

Peers

Lucía Campo

EDUCA

CSA

DEP

Ericson O. Alieto Philippines

Mairéad Nic Giolla Mhichíl Ireland

Laia Albó Spain

Conchúr Mac Lochlainn Ireland

Elaine Beirne Ireland

Bity Salwana Alias Malaysia

Allison Powell United States

Najah A. R. Ghamrawi Lebanon

Hasniza Nordin Malaysia

Nur Mukminatien Indonesia

Ericson O. Alieto Philippines

Lucía Campo

127 ×0.9

EDUCA

92 ×1.1

53 ×0.8

CSA

20 ×0.9

DEP

7 ×0.4

Citations per year, relative to Lucía Campo Lucía Campo (= 1×) peers Ericson O. Alieto

Countries citing papers authored by Lucía Campo

Since Specialization

Citations

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

Fields of papers citing papers by Lucía Campo

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Lucía Campo

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

All Works

Sort: Min cites: Since: Top N: Style:

17 of 17 papers shown

Galindo‐Domínguez, Héctor, et al.. (2025). Using Artificial Intelligence to Promote Adolescents' Learning Motivation. A Longitudinal Intervention From the Self‐Determination Theory. Journal of Computer Assisted Learning. 41(2). 2 indexed citations

Galindo‐Domínguez, Héctor, et al.. (2025). Relationship between the use of ChatGPT for academic purposes and plagiarism: the influence of student-related variables on cheating behavior.. Interactive Learning Environments. 33(6). 4047–4061. 2 indexed citations

Campo, Lucía, et al.. (2025). Relationship Between the Use of ChatGPT and Plagiarism in Higher Education: The Influence of Gender, Age and Previous Academic Results. Innovative Higher Education.

Galindo‐Domínguez, Héctor, María José Bezanilla, & Lucía Campo. (2024). Relationship between social media use and critical thinking in university students. Education and Information Technologies. 30(5). 6641–6665. 1 indexed citations

Galindo‐Domínguez, Héctor, et al.. (2024). Uso de ChatGpt en educación superior. Un análisis en función del género, rendimiento académico, año y grado universitario del alumnado. SHILAP Revista de lepidopterología. 22(2). 16–30. 1 indexed citations

Delgado, Nahia, et al.. (2024). Aplicación de la Inteligencia Artificial (IA) en Educación: Los beneficios y limitaciones de la IA percibidos por el profesorado de educación primaria, educación secundaria y educación superior.. Revista Electrónica Interuniversitaria de Formación del Profesorado. 27(1). 207–224. 25 indexed citations

Galindo‐Domínguez, Héctor, et al.. (2024). Relationship between teachers’ digital competence and attitudes towards artificial intelligence in education. International Journal of Educational Research. 126. 102381–102381. 43 indexed citations breakdown →

Campo, Lucía, Héctor Galindo‐Domínguez, María José Bezanilla, Donna Fernández Nogueira, & Manuel Poblete Ruiz. (2023). Methodologies for Fostering Critical Thinking Skills from University Students’ Points of View. Education Sciences. 13(2). 132–132. 29 indexed citations

Galindo‐Domínguez, Héctor, María José Bezanilla, Lucía Campo, Donna Fernández Nogueira, & Manuel Poblete Ruiz. (2023). A teachers’ based approach to assessing the perception of critical thinking in Education university students based on their age and gender. Frontiers in Education. 8. 1 indexed citations

10.

Bezanilla, María José, Héctor Galindo‐Domínguez, Lucía Campo, Donna Fernández Nogueira, & Manuel Poblete Ruiz. (2023). Understanding critical thinking: A comparative analysis between university students’ and teachers’ conception. SHILAP Revista de lepidopterología. 10(2). 223–244. 3 indexed citations

11.

Campo, Lucía, et al.. (2023). Design and Validation of a Multidimensional Scale for Assessing Teachers' Perceptions Towards Artificial Intelligence in Education. International Journal of Learning Technology. 1(1). 1 indexed citations

12.

Bezanilla, María José, et al.. (2018). El Pensamiento Crítico desde la Perspectiva de los Docentes Universitarios. Estudios pedagógicos. 44(1). 89–113. 78 indexed citations

13.

Ruiz, Manuel Poblete, María José Bezanilla, Donna Fernández Nogueira, & Lucía Campo. (2016). Formación del docente en competencias genéricas : un instrumento para su planificación y desarrollo. SHILAP Revista de lepidopterología. 3 indexed citations

14.

Campo, Lucía, et al.. (2015). Percepción del profesorado y responsables académicos sobre el proceso de implantación del espacio europeo de educación superior en diversas titulaciones de educación. e-rph (University of Granada). 19(2). 245–264. 3 indexed citations

15.

Ruiz, Manuel Poblete, et al.. (2015). La entrevista como herramienta para la evaluación de las competencias genéricas: formación y construcción de un consenso sobre evidencias.. Revista Complutense de Educación. 27(2). 457–476. 4 indexed citations

16.

Ruiz, Manuel Poblete, María José Bezanilla, Donna Fernández Nogueira, & Lucía Campo. (2015). Teacher Training in Generic Competences: A Planning and Development Tool. Educar. 52(1). 71–71. 16 indexed citations

17.

Campo, Lucía, et al.. (2013). Valoración del profesorado de magisterio sobre el aprendizaje basado en competencias implantado. SHILAP Revista de lepidopterología. 17(3). 35–55. 7 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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