Matthew W. Easterday

1.1k total citations
41 papers, 670 citations indexed

About

Matthew W. Easterday is a scholar working on Developmental and Educational Psychology, Computer Science Applications and Mechanical Engineering. According to data from OpenAlex, Matthew W. Easterday has authored 41 papers receiving a total of 670 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Developmental and Educational Psychology, 10 papers in Computer Science Applications and 7 papers in Mechanical Engineering. Recurrent topics in Matthew W. Easterday's work include Innovative Teaching and Learning Methods (16 papers), Design Education and Practice (7 papers) and Educational Games and Gamification (6 papers). Matthew W. Easterday is often cited by papers focused on Innovative Teaching and Learning Methods (16 papers), Design Education and Practice (7 papers) and Educational Games and Gamification (6 papers). Matthew W. Easterday collaborates with scholars based in United States, Switzerland and Philippines. Matthew W. Easterday's co-authors include Elizabeth M. Gerber, Daniel Rees Lewis, Vincent Aleven, Amy Ogan, Michael D. Greenberg, Richard Scheines, Julie Hui, Sharon M. Carver, Leoandra Onnie Rogers and Douglas L. Medin and has published in prestigious journals such as Proceedings of the National Academy of Sciences, British Journal of Educational Technology and Educational Technology Research and Development.

In The Last Decade

Matthew W. Easterday

39 papers receiving 627 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Matthew W. Easterday United States 16 230 211 172 144 80 41 670
Beaumie Kim Canada 14 213 0.9× 335 1.6× 116 0.7× 70 0.5× 110 1.4× 57 665
Joanna Wolfe United States 16 180 0.8× 237 1.1× 72 0.4× 81 0.6× 87 1.1× 40 668
Stephen Petrina Canada 16 156 0.7× 417 2.0× 100 0.6× 145 1.0× 163 2.0× 54 880
Nick Kelly Australia 15 161 0.7× 421 2.0× 132 0.8× 130 0.9× 87 1.1× 61 757
Hans Christian Arnseth Norway 15 352 1.5× 375 1.8× 179 1.0× 154 1.1× 152 1.9× 39 898
Tyler Dodge United States 7 569 2.5× 322 1.5× 182 1.1× 242 1.7× 97 1.2× 9 895
Steven J. Zuiker United States 14 528 2.3× 411 1.9× 144 0.8× 142 1.0× 73 0.9× 38 860
Joshua P. Gutwill United States 15 274 1.2× 388 1.8× 178 1.0× 156 1.1× 73 0.9× 31 1.0k
Teemu Leinonen Finland 15 143 0.6× 234 1.1× 127 0.7× 77 0.5× 134 1.7× 52 571
Annakaisa Kultima Finland 17 329 1.4× 131 0.6× 73 0.4× 286 2.0× 50 0.6× 59 697

Countries citing papers authored by Matthew W. Easterday

Since Specialization
Citations

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

Fields of papers citing papers by Matthew W. Easterday

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Matthew W. Easterday. 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 W. Easterday. The network helps show where Matthew W. Easterday may publish in the future.

Co-authorship network of co-authors of Matthew W. Easterday

This figure shows the co-authorship network connecting the top 25 collaborators of Matthew W. Easterday. A scholar is included among the top collaborators of Matthew W. Easterday 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 W. Easterday. Matthew W. Easterday 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.
2.
Lewis, Daniel Rees, et al.. (2023). Intelligent Coaching Systems: Understanding One-to-many Coaching for Ill-defined Problem Solving. Proceedings of the ACM on Human-Computer Interaction. 7(CSCW1). 1–24. 3 indexed citations
3.
Gerber, Elizabeth M., et al.. (2023). Scoping deliberations: scaffolding engagement in planning collective action. Instructional Science. 51(6). 1005–1041. 1 indexed citations
4.
Lam, Wan Shun Eva, et al.. (2021). Multimodal Voicing and Scale-Making in a Youth-Produced Video Documentary on Immigration. Research in the Teaching of English. 55(4). 340–368. 4 indexed citations
5.
Lewis, Daniel Rees, et al.. (2020). The Logic of Effective Iteration in Design-Based Research.. ICLS. 8 indexed citations
6.
Lewis, Daniel Rees, et al.. (2020). The design risks framework: Understanding metacognition for iteration. Design Studies. 70. 100961–100961. 19 indexed citations
7.
Lewis, Daniel Rees, Elizabeth M. Gerber, & Matthew W. Easterday. (2019). Assessing Iterative Planning for Real-world Design Teams. Computer Supported Collaborative Learning. 819–820. 1 indexed citations
8.
Rapp, David N., et al.. (2018). Should social scientists be distanced from or engaged with the people they study?. Proceedings of the National Academy of Sciences. 115(45). 11435–11441. 48 indexed citations
9.
Lewis, Daniel Rees, et al.. (2018). Defining and Assessing Risk Analysis: The Key to Strategic Iteration in Real-World Problem Solving. 1. 352–359. 3 indexed citations
10.
Easterday, Matthew W., Vincent Aleven, & Richard Scheines. (2018). Tis better to Construct than to Receive? The Effects of Diagram Tools on Causal Reasoning. Figshare. 158. 93–100. 5 indexed citations
11.
Zhang, Haoqi, et al.. (2017). Agile Research Studios. 220–232. 21 indexed citations
12.
Lewis, Daniel Rees, et al.. (2017). Challenges of peer instruction in an undergraduate student-led learning community: bi-directional diffusion as a crucial instructional process. Instructional Science. 46(3). 405–433. 8 indexed citations
13.
Easterday, Matthew W., et al.. (2017). Journalism as Model for Civic and Information Literacies. Cognition and Instruction. 36(1). 1–29. 10 indexed citations
14.
Easterday, Matthew W., Daniel Rees Lewis, & Elizabeth M. Gerber. (2017). The logic of design research. Learning Research and Practice. 4(2). 131–160. 66 indexed citations
15.
Zhang, Haoqi, et al.. (2017). Agile Research Studios. 45–48. 5 indexed citations
16.
Easterday, Matthew W., Daniel Rees Lewis, & Elizabeth M. Gerber. (2016). Designing Crowdcritique Systems for Formative Feedback. International Journal of Artificial Intelligence in Education. 27(3). 623–663. 11 indexed citations
17.
Lewis, Daniel Rees, et al.. (2015). Building Support Tools to Connect Novice Designers with Professional Coaches. 43–52. 18 indexed citations
18.
Greenberg, Michael D., Matthew W. Easterday, & Elizabeth M. Gerber. (2015). Critiki. 235–244. 38 indexed citations
19.
Easterday, Matthew W., Vincent Aleven, Richard Scheines, & Sharon M. Carver. (2009). Constructing Causal Diagrams to Learn Deliberation. International Journal of Artificial Intelligence in Education. 19(4). 425–445. 15 indexed citations
20.
Hsieh, Gary, et al.. (2005). DanceAlong. 1541–1544. 37 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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