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.
Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning
19912.0k citationsElliot Soloway, Mark Guzdial et al.profile →
Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning
1991695 citationsElliot Soloway, Mark Guzdial et al.profile →
Author Peers
Peers are selected by citation overlap in the author's most active subfields.
citations ·
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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).
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.
DiSalvo, Betsy, et al.. (2020). Embodied Representations in Computing Education: How Gesture, Embodied Language, and Tool Use Support Teaching Recursion.. ICLS.8 indexed citations
5.
Margulieux, Lauren E., Briana B. Morrison, Mark Guzdial, & Richard Catrambone. (2016). Training learners to self-explain: Designing instructions and examples to improve problem solving. ScholarWorks - Georgia State University (Georgia State University). 98–105.3 indexed citations
6.
Margulieux, Lauren E., Richard Catrambone, & Mark Guzdial. (2013). Subgoal Labeled Worked Examples Improve K-12 Teacher Performance in Computer Programming Training. Cognitive Science. 35(35).6 indexed citations
7.
Guzdial, Mark & Barbara Ericson. (2010). Introduction to computing & programming in Python : amultimedia approach. Prentice Hall eBooks.9 indexed citations
Kumar, Deepak, Douglas Blank, Tucker Balch, et al.. (2008). Engaging Computing Students with AI and Robotics.. National Conference on Artificial Intelligence. 55–60.14 indexed citations
10.
Dougherty, Joseph D., Susan H. Rodger, Sue Fitzgerald, & Mark Guzdial. (2008). Proceedings of the 39th SIGCSE technical symposium on Computer science education.1 indexed citations
11.
Anderson, Richard, Sally Fincher, & Mark Guzdial. (2006). Proceedings of the second international workshop on Computing education research.6 indexed citations
12.
Guzdial, Mark. (2000). A Catalog of CoWeb Uses. Journal of NeuroInterventional Surgery. 8(7). 710–3.14 indexed citations
13.
Hmelo, Cindy E., Mark Guzdial, & Jennifer Turns. (1999). Computer-support for collaborative learning: learning to support student engagement. The Journal of Interactive Learning Research. 9(2). 107–129.44 indexed citations
14.
Guzdial, Mark & Colleen M. Kehoe. (1998). Apprenticeship-Based Learning Environments: A Principled Approach to Providing Software-Realized Scaffolding through Hypermedia.. The Journal of Interactive Learning Research. 9(3). 289–336.15 indexed citations
15.
Hmelo, Cindy E. & Mark Guzdial. (1996). Of black and glass boxes: scaffolding for doing and learning. International Conference of Learning Sciences. 128–134.32 indexed citations
16.
Hübscher, Roland, Cindy E. Hmelo, N. Hari Narayanan, Mark Guzdial, & Janet L. Kolodner. (1996). McBAGEL: a shared and structured electronic workspace for problem-based learning. International Conference of Learning Sciences. 560–560.2 indexed citations
17.
Byrne, Michael D., Mark Guzdial, Richard Catrambone, et al.. (1996). The role of student tasks in accessing cognitive media types. International Conference of Learning Sciences. 114–119.5 indexed citations
18.
Guzdial, Mark, Ashwin Ram, Richard Catrambone, et al.. (1996). Exploring interface options in multimedia educational environments. International Conference of Learning Sciences. 496–501.4 indexed citations
19.
Guzdial, Mark, Jorge A. Vanegas, Farrokh Mistree, et al.. (1995). Supporting Collaboration and Reflection on Problem-Solving in a Project-Based Classroom. Computing in Civil Engineering. 334–343.5 indexed citations
20.
Guzdial, Mark, et al.. (1992). Design support environments for end users. 57–78.4 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.