Mark Guzdial
About
In The Last Decade
Mark Guzdial
293 papers receiving 9.7k citations
Hit Papers
Peers
Comparison fields: 5 of 142
- Computer Science Applications 6.0k
- Developmental and Educational Psychology 4.2k
- Education 3.6k
- Information Systems 2.0k
- Media Technology 1.8k
Countries citing papers authored by Mark Guzdial
This map shows the geographic impact of Mark Guzdial'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 Mark Guzdial with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Mark Guzdial more than expected).
Fields of papers citing papers by Mark Guzdial
This network shows the impact of papers produced by Mark Guzdial. 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 Mark Guzdial. The network helps show where Mark Guzdial may publish in the future.
Co-authorship network of co-authors of Mark Guzdial
This figure shows the co-authorship network connecting the top 25 collaborators of Mark Guzdial. A scholar is included among the top collaborators of Mark Guzdial 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 Mark Guzdial. Mark Guzdial is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 0 | |
| 2 | 6 | |
| 3 | 4 | |
| 4 | Embodied Representations in Computing Education: How Gesture, Embodied Language, and Tool Use Support Teaching Recursion. | 8 |
| 5 | 4 | |
| 6 | Training learners to self-explain: Designing instructions and examples to improve problem solving | 3 |
| 7 | 38 | |
| 8 | Subgoal Labeled Worked Examples Improve K-12 Teacher Performance in Computer Programming Training | 6 |
| 9 | 2 | |
| 10 | Engaging Computing Students with AI and Robotics. | 14 |
| 11 | Proceedings of the second international workshop on Computing education research | 6 |
| 12 | Teaching computing for everyone | 12 |
| 13 | Squeak: Object-Oriented Design with Multimedia Applications | 20 |
| 14 | Computer-support for collaborative learning: learning to support student engagement | 44 |
| 15 | Apprenticeship-Based Learning Environments: A Principled Approach to Providing Software-Realized Scaffolding through Hypermedia. | 15 |
| 16 | Of black and glass boxes: scaffolding for doing and learning | 32 |
| 17 | McBAGEL: a shared and structured electronic workspace for problem-based learning | 2 |
| 18 | Exploring interface options in multimedia educational environments | 4 |
| 19 | A Collaborative and Multimedia Interactive Learning Environment for Engineering Education in Sustainable Development and Technology | 3 |
| 20 | Design support environments for end users | 4 |
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.