Michael Carbonaro

492 total citations
21 papers, 295 citations indexed

About

Michael Carbonaro is a scholar working on Education, Artificial Intelligence and Computer Science Applications. According to data from OpenAlex, Michael Carbonaro has authored 21 papers receiving a total of 295 indexed citations (citations by other indexed papers that have themselves been cited), including 6 papers in Education, 5 papers in Artificial Intelligence and 5 papers in Computer Science Applications. Recurrent topics in Michael Carbonaro's work include Online and Blended Learning (5 papers), Online Learning and Analytics (3 papers) and Educational Games and Gamification (3 papers). Michael Carbonaro is often cited by papers focused on Online and Blended Learning (5 papers), Online Learning and Analytics (3 papers) and Educational Games and Gamification (3 papers). Michael Carbonaro collaborates with scholars based in Canada and United States. Michael Carbonaro's co-authors include Tracey M. Derwing, Murray J. Munro, Denyse V. Hayward, William Dunn, Amin Mousavi, Sharla King, Jonathan Schaeffer, Duane Szafron, Steven Patterson and Jane Drummond and has published in prestigious journals such as TESOL Quarterly, British Journal of Educational Technology and IEEE Intelligent Systems.

In The Last Decade

Michael Carbonaro

17 papers receiving 259 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Michael Carbonaro Canada	10	97	79	73	46	46	21	295
Muhammad Younas China	11	105 1.1×	43 0.5×	27 0.4×	46 1.0×	54 1.2×	44	292
Jozef Colpaert Belgium	12	110 1.1×	165 2.1×	107 1.5×	87 1.9×	67 1.5×	38	457
Erica L. Snow United States	13	150 1.5×	256 3.2×	168 2.3×	59 1.3×	109 2.4×	38	432
Jeffrey Maloney United States	4	74 0.8×	74 0.9×	74 1.0×	125 2.7×	46 1.0×	6	299
R. Schank United States	6	41 0.4×	43 0.5×	70 1.0×	15 0.3×	21 0.5×	11	217
Sanaz Fallahkhair United Kingdom	11	70 0.7×	53 0.7×	70 1.0×	216 4.7×	63 1.4×	34	385
Vivien Lin Taiwan	13	137 1.4×	124 1.6×	76 1.0×	137 3.0×	56 1.2×	17	421
Xindong Ye China	10	90 0.9×	82 1.0×	34 0.5×	43 0.9×	37 0.8×	22	269
Dimitra Tsovaltzi Germany	10	112 1.2×	148 1.9×	107 1.5×	33 0.7×	40 0.9×	33	307
Agnes Shook Cheong Chang United States	6	69 0.7×	55 0.7×	56 0.8×	14 0.3×	16 0.3×	20	289

Countries citing papers authored by Michael Carbonaro

Since Specialization

Citations

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

Fields of papers citing papers by Michael Carbonaro

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Michael Carbonaro

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

All Works

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20 of 20 papers shown

Adams, Catherine, et al.. (2023). The Growth of Computer Science Education in Alberta: An Analysis of High School Course Completion Trends. Alberta Journal of Educational Research. 69(3). 296–321.

Hayward, Denyse V., et al.. (2020). Exploring Preservice Teachers Engagement With Live Models of Universal Design for Learning and Blended Learning Course Delivery. Journal of Special Education Technology. 37(1). 112–123. 13 indexed citations

Mousavi, Amin, et al.. (2017). Using learning analytics to explore self‐regulated learning in flipped blended learning music teacher education. British Journal of Educational Technology. 50(1). 114–127. 78 indexed citations

King, Sharla, et al.. (2014). Dynamic and routine interprofessional simulations: expanding the use of simulation to enhance interprofessional competencies.. PubMed. 43(3). 169–75. 10 indexed citations

Boechler, Patricia, et al.. (2011). Video Games for Teaching and Learning: Game-building as a Teaching Tool. Society for Information Technology & Teacher Education International Conference. 2011(1). 2054–2061.

Nikolaidis, Ioanis, Eleni Stroulia, Geoffrey Rockwell, et al.. (2011). fAR-PLAY: A framework to develop Augmented/Alternate Reality Games. 531–536. 11 indexed citations

Boechler, Patricia, et al.. (2010). Managing virtual world sessions for health science interprofessional education. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2010(1). 610–615.

Rogers, W. Todd, et al.. (2010). Robustness of Lord’s Formulas for Item Difficulty and Discrimination Conversions Between Classical and Item Response Theory Models. Alberta Journal of Educational Research. 55(4). 6 indexed citations

Stroulia, Eleni, et al.. (2010). MERITS TRAINING SYSTEM - Using Virtual Worlds for Simulation-based Training. 54–61. 4 indexed citations

10.

Stroulia, Eleni, et al.. (2010). Healthcare education with virtual-world simulations. 89–99. 16 indexed citations

11.

Carbonaro, Michael, et al.. (2009). The Aboriginal Teacher Education Program Technology Initiative: Current Progress in a One-to-One Laptop Program to Support Blended Delivery. Society for Information Technology & Teacher Education International Conference. 2009(1). 2324–2329.

12.

King, Sharla, et al.. (2009). Merging Social Networking Environments and Formal Learning Environments to Support and Facilitate Interprofessional Instruction. Medical Education Online. 14. 26 indexed citations

13.

Cutumisu, Maria, et al.. (2006). Generating Ambient Behaviors in Computer Role-Playing Games. IEEE Intelligent Systems. 21(5). 19–27. 16 indexed citations

14.

Cutumisu, Maria, Duane Szafron, Jonathan Schaeffer, et al.. (2006). Evaluating pattern catalogs. 132–141. 8 indexed citations

15.

Cutumisu, Maria, Duane Szafron, Jonathan Schaeffer, et al.. (2005). A PATTERN CATALOG FOR COMPUTER ROLE PLAYING GAMES. 15 indexed citations

16.

Carbonaro, Michael. (2003). Making a Connection between Computational Modeling and Educational Research. Journal of Educational Computing Research. 28(1). 63–81. 1 indexed citations

17.

Dawson, Michael R. W., et al.. (2000). Using Extra Output Learning to Insert a Symbolic Theory into a Connectionist Network. Minds and Machines. 10(2). 171–201. 13 indexed citations

18.

Davies, Joanne & Michael Carbonaro. (1999). Developing Web-Mediated Instruction for Teaching Multimedia Tools in a Constructionist Paradigm. EdMedia: World Conference on Educational Media and Technology. 1999(1). 1214–1215. 3 indexed citations

19.

Carbonaro, Michael. (1997). Making technology an integral part of teaching: the development of a constructionist multimedia course for teacher education. 5(4). 255–280. 1 indexed citations

20.

Carbonaro, Michael. (1988). Computerized test item banking: features. University of Alberta Library. 1 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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