Michael C. Mayrath

1.1k total citations
17 papers, 683 citations indexed

About

Michael C. Mayrath is a scholar working on Education, Developmental and Educational Psychology and Human-Computer Interaction. According to data from OpenAlex, Michael C. Mayrath has authored 17 papers receiving a total of 683 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Education, 12 papers in Developmental and Educational Psychology and 5 papers in Human-Computer Interaction. Recurrent topics in Michael C. Mayrath's work include Online and Blended Learning (8 papers), Innovative Teaching and Learning Methods (5 papers) and Virtual Reality Applications and Impacts (5 papers). Michael C. Mayrath is often cited by papers focused on Online and Blended Learning (8 papers), Innovative Teaching and Learning Methods (5 papers) and Virtual Reality Applications and Impacts (5 papers). Michael C. Mayrath collaborates with scholars based in United States, South Korea and Puerto Rico. Michael C. Mayrath's co-authors include Tomoko Traphagan, Leslie Jarmon, Daniel H. Robinson, Jody Clarke‐Midura, Douglas K. R. Robinson, Animesh Trivedi, Paul Resta, Min Jung Jee, Joe Sanchez and Haekyung Lee and has published in prestigious journals such as Journal of Educational Psychology, Computers & Education and Academic Medicine.

In The Last Decade

Michael C. Mayrath

17 papers receiving 603 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Michael C. Mayrath United States 12 303 295 232 98 73 17 683
Tomoko Traphagan United States 8 252 0.8× 461 1.6× 240 1.0× 93 0.9× 69 0.9× 12 796
Stuart MacFarlane United Kingdom 12 204 0.7× 282 1.0× 374 1.6× 123 1.3× 163 2.2× 16 778
Anissa All Belgium 10 389 1.3× 199 0.7× 123 0.5× 173 1.8× 126 1.7× 30 695
Türkan Karakuş Türkiye 9 417 1.4× 273 0.9× 132 0.6× 175 1.8× 118 1.6× 21 756
Davіd Passіg Israel 15 209 0.7× 153 0.5× 175 0.8× 77 0.8× 72 1.0× 41 586
Lynna J. Ausburn United States 13 205 0.7× 282 1.0× 148 0.6× 43 0.4× 54 0.7× 34 705
Leslie Jarmon United States 8 187 0.6× 180 0.6× 229 1.0× 94 1.0× 46 0.6× 17 491
Ying Xie United States 10 282 0.9× 362 1.2× 118 0.5× 69 0.7× 151 2.1× 34 700
Emmanuel Fokides Greece 15 263 0.9× 200 0.7× 185 0.8× 90 0.9× 190 2.6× 56 647
George Katsionis Greece 6 311 1.0× 131 0.4× 131 0.6× 117 1.2× 92 1.3× 9 556

Countries citing papers authored by Michael C. Mayrath

Since Specialization
Citations

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

Fields of papers citing papers by Michael C. Mayrath

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Michael C. Mayrath. 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 Michael C. Mayrath. The network helps show where Michael C. Mayrath may publish in the future.

Co-authorship network of co-authors of Michael C. Mayrath

This figure shows the co-authorship network connecting the top 25 collaborators of Michael C. Mayrath. A scholar is included among the top collaborators of Michael C. Mayrath 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 Michael C. Mayrath. Michael C. Mayrath is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

17 of 17 papers shown
1.
Mayrath, Michael C., et al.. (2023). Increasing Diversity in the Physician Workforce: Pathway Programs and Predictive Analytics. Academic Medicine. 98(10). 1154–1158. 4 indexed citations
2.
Mayrath, Michael C., Jody Clarke‐Midura, & Douglas K. R. Robinson. (2012). Technology Based Assessment for 21st Century Skills: Theoretical and Practical Implications from Modern Research. Digital Commons - USU (Utah State University). 34 indexed citations
3.
Mayrath, Michael C., Jody Clarke‐Midura, Daniel H. Robinson, & Gregory Schraw. (2012). Technology-Based Assessments for 21st Century Skills: Theoretical and Practical Implications from Modern Research. Current Perspectives on Cognition, Learning and Instruction.. 14 indexed citations
4.
Clarke‐Midura, Jody, Michael C. Mayrath, & Chris Dede. (2012). Thinking outside the bubble: Virtual Performance Assessments for Measuring Inquiry Learning. Digital Commons - USU (Utah State University). 4 indexed citations
5.
Shaw, Shana, et al.. (2012). Graphic organizers or graphic overviews? Presentation order effects with computer-based text. Educational Technology Research and Development. 60(5). 807–820. 17 indexed citations
6.
Mayrath, Michael C., et al.. (2011). Varying tutorial modality and interface restriction to maximize transfer in a complex simulation environment.. Journal of Educational Psychology. 103(2). 257–268. 12 indexed citations
7.
Mayrath, Michael C., et al.. (2011). When feedback harms and collaboration helps in computer simulation environments: An expertise reversal effect.. Journal of Educational Psychology. 103(4). 776–785. 22 indexed citations
8.
Clarke‐Midura, Jody, Michael C. Mayrath, & Chris Dede. (2010). Measuring inquiry: new methods, promises & challenges. Digital Commons - USU (Utah State University). 89–92. 2 indexed citations
9.
Mayrath, Michael C., et al.. (2010). Teaching with Virtual Worlds: Factors to Consider for Instructional Use of Second Life. Journal of Educational Computing Research. 43(4). 403–444. 15 indexed citations
10.
Traphagan, Tomoko, et al.. (2010). Cognitive, social and teaching presence in a virtual world and a text chat. Computers & Education. 55(3). 923–936. 56 indexed citations
11.
Jarmon, Leslie, et al.. (2009). Virtual world teaching, experiential learning, and assessment: An interdisciplinary communication course in Second Life. Computers & Education. 53(1). 169–182. 323 indexed citations
12.
Robinson, Daniel H. & Michael C. Mayrath. (2009). Examining factors that affect performance in complex simulation environments. 136–136. 3 indexed citations
13.
Mayrath, Michael C., et al.. (2009). Instructional design best practices for Second Life: a case study from a college-level English course. Interactive Learning Environments. 19(2). 125–142. 34 indexed citations
14.
Mayrath, Michael C., et al.. (2008). Publishing in Educational Psychology Journals: Comments from Editors. Educational Psychology Review. 20(1). 29–39. 11 indexed citations
15.
Jarmon, Leslie, Tomoko Traphagan, & Michael C. Mayrath. (2008). Understanding project‐based learning in Second Life with a pedagogy, training, and assessment trio. Educational Media International. 45(3). 157–176. 54 indexed citations
16.
Mayrath, Michael C., et al.. (2007). Using Second Life in an English course: Designing class activities to address learning objectives. EdMedia: World Conference on Educational Media and Technology. 2007(1). 4219–4224. 29 indexed citations
17.
Mayrath, Michael C.. (2007). Attributions of Productive Authors in Educational Psychology Journals. Educational Psychology Review. 20(1). 41–56. 49 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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