Marc Berges

687 total citations
33 papers, 412 citations indexed

About

Marc Berges is a scholar working on Computer Science Applications, Developmental and Educational Psychology and Information Systems. According to data from OpenAlex, Marc Berges has authored 33 papers receiving a total of 412 indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Computer Science Applications, 12 papers in Developmental and Educational Psychology and 7 papers in Information Systems. Recurrent topics in Marc Berges's work include Teaching and Learning Programming (24 papers), Online Learning and Analytics (10 papers) and Educational Games and Gamification (6 papers). Marc Berges is often cited by papers focused on Teaching and Learning Programming (24 papers), Online Learning and Analytics (10 papers) and Educational Games and Gamification (6 papers). Marc Berges collaborates with scholars based in Germany, United States and New Zealand. Marc Berges's co-authors include Peter Hubwieser, Aman Yadav, Johannes Magenheim, Andreas Mühling, Jana Jacková, Torsten Brinda, Michail N. Giannakos, Ira Diethelm, Sigrid Schubert and Phil Sands and has published in prestigious journals such as Journal of Computer Assisted Learning, Education and Information Technologies and Peabody Journal of Education.

In The Last Decade

Marc Berges

31 papers receiving 392 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Marc Berges Germany 12 328 136 102 89 60 33 412
Gabrielė Stupurienė Lithuania 11 301 0.9× 150 1.1× 91 0.9× 108 1.2× 27 0.5× 18 411
Keith Quille Ireland 13 358 1.1× 118 0.9× 76 0.7× 95 1.1× 99 1.6× 46 457
Andreas Mühling Germany 13 389 1.2× 218 1.6× 114 1.1× 90 1.0× 35 0.6× 58 521
Miranda C. Parker United States 10 284 0.9× 104 0.8× 64 0.6× 74 0.8× 68 1.1× 38 362
Andrew Csizmadia United Kingdom 7 394 1.2× 160 1.2× 108 1.1× 129 1.4× 54 0.9× 20 493
Simon Humphreys United Kingdom 7 387 1.2× 177 1.3× 103 1.0× 129 1.4× 63 1.1× 10 490
Maria Kallia United Kingdom 11 301 0.9× 156 1.1× 87 0.9× 135 1.5× 49 0.8× 26 439
Nataša Grgurina Netherlands 7 286 0.9× 125 0.9× 56 0.5× 72 0.8× 28 0.5× 14 335
Kathryn M. Rich United States 13 396 1.2× 214 1.6× 70 0.7× 100 1.1× 53 0.9× 30 475
Torsten Brinda Germany 12 323 1.0× 135 1.0× 132 1.3× 142 1.6× 72 1.2× 59 465

Countries citing papers authored by Marc Berges

Since Specialization
Citations

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

Fields of papers citing papers by Marc Berges

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Marc Berges

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

All Works

20 of 20 papers shown
1.
Händel, Marion, et al.. (2025). Who is savvy about digital ethics? Differences between teacher education, law, and computer science students. Education and Information Technologies. 30(17). 25177–25196.
2.
Kohlhase, Michael, Marc Berges, Jens Grubert, et al.. (2024). Project VoLL-KI. KI - Künstliche Intelligenz. 39(4). 299–309.
3.
4.
Berges, Marc, et al.. (2024). Leveraging Large Language Models to Generate Course‐Specific Semantically Annotated Learning Objects. Journal of Computer Assisted Learning. 41(1). 1 indexed citations
5.
Yadav, Aman, Cornelia Connolly, Marc Berges, et al.. (2022). A Review of International Models of Computer Science Teacher Education. Data Archiving and Networked Services (DANS). 65–93. 16 indexed citations
6.
Berges, Marc, et al.. (2021). KI im Toaster? Schüler:innenvorstellungen zu künstlicher Intelligenz. Gesellschaft für Informatik (GI). 2 indexed citations
7.
Berges, Marc, et al.. (2020). Can you explain AI to me? Teachers’ pre-concepts about Artificial Intelligence. 1–9. 36 indexed citations
8.
Yadav, Aman & Marc Berges. (2019). Computer Science Pedagogical Content Knowledge. ACM Transactions on Computing Education. 19(3). 1–24. 38 indexed citations
9.
Berges, Marc, et al.. (2019). Erfahrungsbericht zur Qualifizierungsmaßnahme Informatik als Erweiterungsfach (Lehramt Realschule) in Bayern. Gesellschaft für Informatik (GI). 161–170. 1 indexed citations
10.
Berges, Marc, et al.. (2018). Talking at cross purposes. 1–4. 6 indexed citations
11.
Berges, Marc, et al.. (2017). Qualitative Content Analysis of Programming Errors. 161–166. 7 indexed citations
12.
13.
Berges, Marc, et al.. (2016). Different Perceptions of Computer Science. 14–18. 22 indexed citations
14.
Berges, Marc, et al.. (2016). Towards Deriving Programming Competencies from Student Errors. 19–23. 9 indexed citations
15.
Yadav, Aman, et al.. (2015). Computer Science (CS) and Computational Thinking (CT) International Perspectives on Developing Student and Teacher Competencies. Society for Information Technology & Teacher Education International Conference. 2015(1). 123–126. 2 indexed citations
16.
Berges, Marc, et al.. (2015). Gender differences in programming. 161–162. 20 indexed citations
17.
Berges, Marc & Peter Hubwieser. (2015). Evaluation of Source Code with Item Response Theory. 51–56. 16 indexed citations
18.
Berges, Marc, et al.. (2015). Handling Heterogeneity in Programming Courses for Freshmen. 197–203. 15 indexed citations
19.
Magenheim, Johannes, et al.. (2015). Development of a competency model for computer science teachers at secondary school level. 211–220. 8 indexed citations
20.
Berges, Marc & Peter Hubwieser. (2012). Towards an overview map of object-oriented programming and design. mediaTUM (Technical University of Munich). 135–136. 1 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Gabrielė Stupurienė Breakdown of academic impact, for papers by Keith Quille Breakdown of academic impact, for papers by Andreas Mühling Breakdown of academic impact, for papers by Miranda C. Parker Breakdown of academic impact, for papers by Andrew Csizmadia Breakdown of academic impact, for papers by Simon Humphreys Breakdown of academic impact, for papers by Maria Kallia Breakdown of academic impact, for papers by Nataša Grgurina Breakdown of academic impact, for papers by Kathryn M. Rich Breakdown of academic impact, for papers by Torsten Brinda
Rankless by CCL
2026