Mark van ’t Hooft
About
In The Last Decade
Mark van ’t Hooft
19 papers receiving 211 citations
Peers
Comparison fields: 5 of 57
- Education 150
- Information Systems 141
- Developmental and Educational Psychology 59
- Sociology and Political Science 43
- Computer Science Applications 26
Countries citing papers authored by Mark van ’t Hooft
This map shows the geographic impact of Mark van ’t Hooft'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 van ’t Hooft with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Mark van ’t Hooft more than expected).
Fields of papers citing papers by Mark van ’t Hooft
This network shows the impact of papers produced by Mark van ’t Hooft. 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 van ’t Hooft. The network helps show where Mark van ’t Hooft may publish in the future.
Co-authorship network of co-authors of Mark van ’t Hooft
This figure shows the co-authorship network connecting the top 25 collaborators of Mark van ’t Hooft. A scholar is included among the top collaborators of Mark van ’t Hooft 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 van ’t Hooft. Mark van ’t Hooft is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | Taking It to the Street: Using QR Codes to Tell Student-Created (Hi)stories on Location | 1 |
| 2 | 14 | |
| 3 | A Cross-Curricular Approach to the Development of Data Literacy in the Middle-Grades: The Thinking with Data Project. | 6 |
| 4 | 40 | |
| 5 | Anytime, Anywhere: Using Mobile Phones for Learning | 9 |
| 6 | Envisioning the Future of Education: Learning while Mobile. | 7 |
| 7 | 3 | |
| 8 | Schools, Children, and Digital Technology: Building Better Relationships for a Better Tomorrow. | 7 |
| 9 | For Kids, by Kids: Our City Podcast | 2 |
| 10 | Handheld computers in education: An industry perspective | 3 |
| 11 | 18 | |
| 12 | Technology Support for Whole Class Engagement in Learning | 1 |
| 13 | Inquiry-Based Instruction Through Handheld-Based Science Activities: Preservice Teachers’ Attitude and Self-Efficacy | 32 |
| 14 | Technology and the Prospective Teacher: Exploring the Use of the TI-83 Handheld Devices in Social Studies Education | 9 |
| 15 | 85 | |
| 16 | The Changing Nature of Teaching and Learning in a Ubiquitous Computing Classroom | 2 |
| 17 | 17 | |
| 18 | 10 | |
| 19 | Making Theory-Practice Connections in a Social Studies Methods Course: A Case Study. | 3 |
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.