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.
Countries citing papers authored by Matthew Schmidt
Since
Specialization
Citations
This map shows the geographic impact of Matthew Schmidt'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 Matthew Schmidt with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Matthew Schmidt more than expected).
This network shows the impact of papers produced by Matthew Schmidt. 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 Matthew Schmidt. The network helps show where Matthew Schmidt may publish in the future.
Co-authorship network of co-authors of Matthew Schmidt
This figure shows the co-authorship network connecting the top 25 collaborators of Matthew Schmidt.
A scholar is included among the top collaborators of Matthew Schmidt 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 Matthew Schmidt. Matthew Schmidt is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Schmidt, Matthew & Theodore J. Kopcha. (2016). Bridging Theory and Practice through Educational Design Research: Two Cases of Technology-integration in Teacher Education. Society for Information Technology & Teacher Education International Conference. 2016(1). 2336–2343.
12.
Schmidt, Matthew, et al.. (2015). Lessons Learned from Creation of an Exemplary STEM Unit for Elementary Pre-Service Teachers: A Case Study.. Journal of Computers in Mathematics and Science Teaching. 2015(1). 189–204.3 indexed citations
13.
Schmidt, Matthew, et al.. (2014). Open Source Software and Design-Based ResearchSymbiosis in Developing 3D Virtual LearningEnvironments: Examples from the iSocial Project. The Journal of Interactive Learning Research. 25(1). 65–99.6 indexed citations
14.
Schmidt, Matthew, et al.. (2013). It Doesn't “Just Work”: Lessons Learned from a Mass Deployment of iPad Tablets Pilot Project. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2013(1). 959–967.1 indexed citations
15.
Schmidt, Matthew, et al.. (2011). Converging E-learning Technologies from Diverging Perspectives: Assistive and Educational Technology. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2011(1). 2510–2515.
16.
Schmidt, Matthew, James M. Laffey, & Janine P. Stichter. (2011). Virtual Social Competence Instruction for Individuals with Autism Spectrum Disorders: Beyond the Single-User Experience.. Computer Supported Collaborative Learning.5 indexed citations
Bosch, W, et al.. (2008). Separation and estimation of oceanic and hydrological model parameters from simulated gravity observations. The EGU General Assembly.
19.
Schmidt, Matthew, et al.. (2000). www.studentthink.molecularbiology.. The journal of college science teaching. 30(2).1 indexed citations
20.
Fukushima, Hajime, et al.. (1999). DETECTION OF DUST LOADED AIRMASS IN SEAWIFS IMAGERY : AN EMPIRICAL DUST INDEX IN COMPARISON WITH MODEL-PREDICTED DUST DISTRIBUTION OVER THE PACIFIC IN APRIL, 1998. 15. 89–94.4 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.