Marta Arguedas

461 total citations
25 papers, 301 citations indexed

About

Marta Arguedas is a scholar working on Developmental and Educational Psychology, Computer Science Applications and Artificial Intelligence. According to data from OpenAlex, Marta Arguedas has authored 25 papers receiving a total of 301 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Developmental and Educational Psychology, 12 papers in Computer Science Applications and 11 papers in Artificial Intelligence. Recurrent topics in Marta Arguedas's work include Innovative Teaching and Learning Methods (14 papers), Online Learning and Analytics (12 papers) and Intelligent Tutoring Systems and Adaptive Learning (6 papers). Marta Arguedas is often cited by papers focused on Innovative Teaching and Learning Methods (14 papers), Online Learning and Analytics (12 papers) and Intelligent Tutoring Systems and Adaptive Learning (6 papers). Marta Arguedas collaborates with scholars based in Spain, Greece and Mexico. Marta Arguedas's co-authors include Τhanasis Daradoumis, Fatos Xhafa, Joan Manuel Marquès Puig, Laura Calvet, Santi Caballé, Adriana Peña Pérez Negrón, Joan Sabaté, Jordi Conesa, Joan Manuel Marquès and Enric Mor and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers in Human Behavior and Computers & Education.

In The Last Decade

Marta Arguedas

25 papers receiving 291 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Marta Arguedas Spain 10 118 96 92 79 41 25 301
Meng Sun China 9 87 0.7× 115 1.2× 79 0.9× 55 0.7× 51 1.2× 23 355
Yoshiko Goda Japan 9 143 1.2× 167 1.7× 159 1.7× 85 1.1× 65 1.6× 42 403
Michael Wiedmann Germany 9 114 1.0× 243 2.5× 225 2.4× 70 0.9× 49 1.2× 12 410
Daniela Caballero Chile 10 79 0.7× 122 1.3× 100 1.1× 22 0.3× 49 1.2× 24 303
Pei Wen Tzuo Singapore 6 102 0.9× 110 1.1× 51 0.6× 42 0.5× 32 0.8× 6 285
Sung-Hee Jin South Korea 9 102 0.9× 98 1.0× 74 0.8× 40 0.5× 78 1.9× 41 282
Carol Forsyth United States 10 99 0.8× 102 1.1× 239 2.6× 147 1.9× 35 0.9× 21 388
Sinan Hopcan Türkiye 8 139 1.2× 104 1.1× 73 0.8× 61 0.8× 58 1.4× 26 324
Sarika Kewalramani Australia 12 82 0.7× 209 2.2× 60 0.7× 28 0.4× 69 1.7× 26 368
Elif Polat Türkiye 9 144 1.2× 99 1.0× 78 0.8× 61 0.8× 62 1.5× 24 330

Countries citing papers authored by Marta Arguedas

Since Specialization
Citations

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

Fields of papers citing papers by Marta Arguedas

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Marta Arguedas

This figure shows the co-authorship network connecting the top 25 collaborators of Marta Arguedas. A scholar is included among the top collaborators of Marta Arguedas 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 Marta Arguedas. Marta Arguedas 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.
Arguedas, Marta, et al.. (2025). Exploring the Impact of Affective Pedagogical Agents: Enhancing Emotional Engagement in Higher Education. Computers. 14(12). 542–542. 1 indexed citations
2.
3.
Sabaté, Joan, et al.. (2024). Exploring the utilization and deficiencies of Generative Artificial Intelligence in students’ cognitive and emotional needs: a systematic mini-review. Frontiers in Artificial Intelligence. 7. 1493566–1493566. 11 indexed citations
4.
Arguedas, Marta, Τhanasis Daradoumis, & Santi Caballé. (2024). Measuring the effects of pedagogical agent cognitive and affective feedback on students’ academic performance. Frontiers in Artificial Intelligence. 7. 1495342–1495342. 1 indexed citations
5.
6.
Arguedas, Marta, et al.. (2023). Empathic pedagogical conversational agents: A systematic literature review. British Journal of Educational Technology. 55(3). 886–909. 16 indexed citations
7.
Arguedas, Marta, et al.. (2022). Using learning analytics to support STEAM students’ academic achievement and self-regulated learning. SHILAP Revista de lepidopterología. 14(1). 36–45. 2 indexed citations
8.
Daradoumis, Τhanasis, Joan Manuel Marquès Puig, Marta Arguedas, & Laura Calvet. (2022). Enhancing students’ beliefs regarding programming self-efficacy and intrinsic value of an online distributed Programming Environment. Journal of Computing in Higher Education. 34(3). 577–607. 5 indexed citations
9.
Arguedas, Marta & Τhanasis Daradoumis. (2021). Analysing the role of a pedagogical agent in psychological and cognitive preparatory activities. Journal of Computer Assisted Learning. 37(4). 1167–1180. 19 indexed citations
10.
Puig, Joan Manuel Marquès, Τhanasis Daradoumis, Marta Arguedas, & Laura Calvet. (2021). Using a distributed systems laboratory to facilitate students' cognitive, metacognitive and critical thinking strategy use. Journal of Computer Assisted Learning. 38(1). 209–222. 2 indexed citations
11.
Daradoumis, Τhanasis & Marta Arguedas. (2020). Cultivating Students’ Reflective Learning in Metacognitive Activities through an Affective Pedagogical Agent. SHILAP Revista de lepidopterología. 13 indexed citations
12.
Puig, Joan Manuel Marquès, Τhanasis Daradoumis, Laura Calvet, & Marta Arguedas. (2019). Fruitful student interactions and perceived learning improvement in DSLab: A dynamic assessment tool for distributed programming. British Journal of Educational Technology. 51(1). 53–70. 3 indexed citations
13.
Daradoumis, Τhanasis, Joan Manuel Marquès Puig, Marta Arguedas, & Laura Calvet. (2018). Analyzing students' perceptions to improve the design of an automated assessment tool in online distributed programming. Computers & Education. 128. 159–170. 40 indexed citations
14.
Arguedas, Marta, Τhanasis Daradoumis, & Fatos Xhafa. (2016). Analyzing the effects of emotion management on time and self-management in computer-based learning. Computers in Human Behavior. 63. 517–529. 34 indexed citations
15.
Arguedas, Marta, Τhanasis Daradoumis, & Fatos Xhafa. (2016). Analyzing How Emotion Awareness Influences Students' Motivation, Engagement, Self-Regulation and Learning Outcome. Educational Technology & Society. 19(2). 87–103. 61 indexed citations
16.
Arguedas, Marta, et al.. (2016). A Fuzzy-Based Approach for Classifying Students' Emotional States in Online Collaborative Work. UPCommons institutional repository (Universitat Politècnica de Catalunya). 61–68. 5 indexed citations
17.
Arguedas, Marta, Fatos Xhafa, & Τhanasis Daradoumis. (2015). An Ontology about Emotion Awareness and Affective Feedback in Elearning. 156–163. 12 indexed citations
18.
Arguedas, Marta, Τhanasis Daradoumis, & Fatos Xhafa. (2014). Towards an Emotion Labeling Model to Detect Emotions in Educational Discourse. 12. 72–78. 9 indexed citations
19.
Daradoumis, Τhanasis, Marta Arguedas, & Fatos Xhafa. (2013). Building Intelligent Emotion Awareness for Improving Collaborative E-Learning. 12. 281–288. 7 indexed citations
20.
Daradoumis, Τhanasis, Marta Arguedas, & Fatos Xhafa. (2013). Current Trends in Emotional e-Learning: New Perspectives for Enhancing Emotional Intelligence. 45. 34–39. 7 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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