Marcos Gómez‐Puerta

745 total citations · 1 hit paper
33 papers, 490 citations indexed

About

Marcos Gómez‐Puerta is a scholar working on Education, Information Systems and Human Factors and Ergonomics. According to data from OpenAlex, Marcos Gómez‐Puerta has authored 33 papers receiving a total of 490 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 9 papers in Information Systems and 9 papers in Human Factors and Ergonomics. Recurrent topics in Marcos Gómez‐Puerta's work include Digital Accessibility for Disabilities (9 papers), Educational Innovations and Technology (6 papers) and Disability Education and Employment (5 papers). Marcos Gómez‐Puerta is often cited by papers focused on Digital Accessibility for Disabilities (9 papers), Educational Innovations and Technology (6 papers) and Disability Education and Employment (5 papers). Marcos Gómez‐Puerta collaborates with scholars based in Spain, Australia and Chile. Marcos Gómez‐Puerta's co-authors include Esther Chiner, María Cristina Cardona Moltó, Inmaculada Fajardo, Gonzalo Lorenzo, ‪Alejandro Lorenzo-Lledó‬, Ladislao Salmerón, Ana Hernández, Antonio Ferrer, Santiago Mengual Andrés and Joanne Danker and has published in prestigious journals such as SHILAP Revista de lepidopterología, Sustainability and Education and Information Technologies.

In The Last Decade

Marcos Gómez‐Puerta

30 papers receiving 474 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.

Digital inclusion and participation of people with intellectual disabilities during COVID‐19: A rapid review and international bricolage

2022 81 citations Darren Chadwick, Sue Caton et al. Journal of Policy and Practice in Intellectual Disabilities profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Marcos Gómez‐Puerta Spain	12	159	93	87	85	76	33	490
Katerina Mavrou Cyprus	12	125 0.8×	170 1.8×	81 0.9×	41 0.5×	41 0.5×	31	430
Erin Beneteau United States	9	88 0.6×	57 0.6×	23 0.3×	47 0.6×	63 0.8×	24	492
Mark Friedman United States	7	49 0.3×	106 1.1×	46 0.5×	54 0.6×	17 0.2×	21	317
Caroline Wesson United Kingdom	6	74 0.5×	64 0.7×	80 0.9×	49 0.6×	11 0.1×	10	297
Kate Lister United Kingdom	11	94 0.6×	38 0.4×	79 0.9×	29 0.3×	35 0.5×	34	342
Daryl F. Mellard United States	18	591 3.7×	42 0.5×	324 3.7×	20 0.2×	75 1.0×	74	1.2k
Ghaleb H. Alnahdi Saudi Arabia	18	437 2.7×	40 0.4×	292 3.4×	24 0.3×	69 0.9×	55	829
Michael Faggella‐Luby United States	14	364 2.3×	26 0.3×	231 2.7×	17 0.2×	21 0.3×	36	749
Pamela Luft United States	12	146 0.9×	44 0.5×	89 1.0×	12 0.1×	29 0.4×	32	364
Paul M. Ajuwon United States	11	120 0.8×	70 0.8×	115 1.3×	12 0.1×	17 0.2×	26	417

Countries citing papers authored by Marcos Gómez‐Puerta

Since Specialization

Citations

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

Fields of papers citing papers by Marcos Gómez‐Puerta

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Marcos Gómez‐Puerta. 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 Marcos Gómez‐Puerta. The network helps show where Marcos Gómez‐Puerta may publish in the future.

Co-authorship network of co-authors of Marcos Gómez‐Puerta

This figure shows the co-authorship network connecting the top 25 collaborators of Marcos Gómez‐Puerta. A scholar is included among the top collaborators of Marcos Gómez‐Puerta 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 Marcos Gómez‐Puerta. Marcos Gómez‐Puerta 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

Chiner, Esther, et al.. (2024). Teachers’ Perspectives on Internet Use: Towards the Digital Inclusion of Students with Intellectual Disability or Autism Spectrum Disorder. SHILAP Revista de lepidopterología. 4(4). 1156–1169.

Gómez‐Puerta, Marcos, et al.. (2024). Digital and Mediation Competence for Students’ Safe Use of the Internet: Enhancing Teacher Training. Education Sciences. 14(12). 1399–1399. 1 indexed citations

Chadwick, Darren, Sue Caton, Esther Chiner, et al.. (2022). Digital inclusion and participation of people with intellectual disabilities during COVID‐19: A rapid review and international bricolage. Journal of Policy and Practice in Intellectual Disabilities. 19(3). 242–256. 81 indexed citations breakdown →

Martínez, María Yolanda Muñoz, et al.. (2022). The Impact of the Pandemic on Young People with Intellectual Disabilities Participating in a University Training Course for Employment in Spain. The Journal of Continuing Higher Education. 72(2). 127–141. 4 indexed citations

Chiner, Esther, et al.. (2021). UNIVERSITY STUDENTS’ STRUGGLES WITH ONLINE LEARNING DURING THE COVID-19 PANDEMIC LOCKDOWN. 265–269. 2 indexed citations

Gómez‐Puerta, Marcos & Esther Chiner. (2021). Internet use and online behaviour of adults with intellectual disability: support workers’ perceptions, training and online risk mediation. Disability & Society. 37(7). 1107–1128. 11 indexed citations

Chiner, Esther, et al.. (2020). Education and social work students’ perceptions of Internet use by people with and without intellectual disability. International Journal of Developmental Disabilities. 68(3). 365–373. 6 indexed citations

Chiner, Esther, Marcos Gómez‐Puerta, & María Cristina Cardona Moltó. (2020). EXPLORING STUDENT TEACHERS’ LEARNING STRATEGIES AND THE RELATIONSHIP WITH ACADEMIC ACHIEVEMENT AND DEMOGRAPHIC VARIABLES. 389–393.

Gómez‐Puerta, Marcos & Esther Chiner. (2019). Teachers’ perceptions on online behaviour of students with intellectual disability, risk mediation and training. European Journal of Special Needs Education. 35(4). 437–450. 14 indexed citations

10.

Chiner, Esther, Marcos Gómez‐Puerta, & Santiago Mengual Andrés. (2019). Opportunities and Hazards of the Internet for Students with Intellectual Disabilities: The Views of Pre-Service and In-Service Teachers. International Journal of Disability Development and Education. 68(4). 538–553. 14 indexed citations

11.

Gómez‐Puerta, Marcos & Esther Chiner. (2018). Comparación de las percepciones de los estudiantes de magisterio sobre los riesgos de internet para personas con y sin discapacidad intelectual y del desarrollo. SHILAP Revista de lepidopterología. 3(1). 189–189. 1 indexed citations

12.

Lorenzo-Lledó‬, ‪Alejandro, et al.. (2018). Hábitos en el uso de las TIC para el desarrollo de nuevos escenarios de aprendizaje. SHILAP Revista de lepidopterología. 3(1). 169–169.

13.

Gómez‐Puerta, Marcos, et al.. (2018). B-learning y e-learning como estrategias para el desarrollo de competencias complementarias del alumnado del grado de maestro. SHILAP Revista de lepidopterología. 2(1). 163–163. 3 indexed citations

14.

Gómez‐Puerta, Marcos & Gonzalo Lorenzo. (2018). El desarrollo de la accesibilidad cognitiva como estrategia para la mejora de la inclusión de las personas con discapacidad intelectual en los procesos de enseñanza-aprendizaje. RUA, Repositorio Institucional de la Universidad de Alicante (Universidad de Alicante). 2 indexed citations

15.

Lorenzo, Gonzalo, et al.. (2018). Indicadores bibliométricos sobre el plan de acción tutorial en la universidad para el alumnado con discapacidad desde 1988-2018. SHILAP Revista de lepidopterología. 3(1). 157–157. 1 indexed citations

16.

Chiner, Esther, Marcos Gómez‐Puerta, & María Cristina Cardona Moltó. (2017). Internet and people with intellectual disability: an approach to caregivers’ concerns, prevention strategies and training needs. Journal of New Approaches in Educational Research. 6(2). 153–158. 28 indexed citations

17.

Chiner, Esther, Marcos Gómez‐Puerta, & María Cristina Cardona Moltó. (2017). Internet and people with intellectual disability: Internet and people with An approach to caregivers’ concerns, prevention strategies and training needs. Dialnet (Universidad de la Rioja). 6(2). 153–158. 3 indexed citations

18.

Lorenzo, Gonzalo, et al.. (2017). USING INFORMATION COMMUNICATION TECHNOLOGY TO ADAPT CURRICULUM FOR DISABILITY STUDENTS ON UNIVERSITY CONTEXT. ICERI proceedings. 1. 7013–7017. 2 indexed citations

19.

Fajardo, Inmaculada, et al.. (2013). Easy‐to‐read Texts for Students with Intellectual Disability: Linguistic Factors Affecting Comprehension. Journal of Applied Research in Intellectual Disabilities. 27(3). 212–225. 70 indexed citations

20.

Gómez‐Puerta, Marcos & María Cristina Cardona Moltó. (2010). Percepciones y actitudes de los padres acerca de la discriminación de sus hijos por razón de discapacidad intelectual. RUA, Repositorio Institucional de la Universidad de Alicante (Universidad de Alicante). 4(1). 73–88. 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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