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.
Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning
1998731 citationsBrigid Barron, Daniel L. Schwartz et al.Journal of the Learning Sciencesprofile →
Author Peers
Peers are selected by citation overlap in the author's most active subfields.
citations ·
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This map shows the geographic impact of Nancy Vye'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 Nancy Vye with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Nancy Vye more than expected).
This network shows the impact of papers produced by Nancy Vye. 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 Nancy Vye. The network helps show where Nancy Vye may publish in the future.
Co-authorship network of co-authors of Nancy Vye
This figure shows the co-authorship network connecting the top 25 collaborators of Nancy Vye.
A scholar is included among the top collaborators of Nancy Vye 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 Nancy Vye. Nancy Vye 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.
Herrenkohl, Leslie Rupert, et al.. (2014). Emotional Engagement in Agentive Science Learning Environments.. ICLS.1 indexed citations
Parker, Walter C., Jane C. Lo, Sheila W. Valencia, et al.. (2013). Beyond Breadth-Speed-Test. American Educational Research Journal. 50(6). 1424–1459.83 indexed citations
Svihla, Vanessa, et al.. (2009). Interactive Learning Assessments for the 21st Century.. Education Canada. 49(3). 44–47.4 indexed citations
9.
Svihla, Vanessa, et al.. (2008). Considerations for the development of a preparation for future learning assessment. International Conference of Learning Sciences. 273–280.2 indexed citations
10.
Davis, Joan, et al.. (2008). Do higher levels of arousal predict better learning? an investigation of learning and physiological responses. International Conference of Learning Sciences. 72–74.1 indexed citations
11.
Davis, Joan, et al.. (2006). The role of people knowledge in learning narrative and domain content. International Conference of Learning Sciences. 914–915.5 indexed citations
12.
Biswas, Gautam, et al.. (2004). Incorporating Self Regulated Learning Techniques into Learning by Teaching Environments. eScholarship (California Digital Library). 26(26).17 indexed citations
13.
Leelawong, Krittaya, et al.. (2003). Teachable Agents: Learning by Teaching Environments for Science Domains.. Innovative Applications of Artificial Intelligence. 109–116.7 indexed citations
14.
Vye, Nancy, et al.. (2003). A Case-Based E-Learning Program for Health Care Professionals: Design Considerations and Outcomes. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2003(1). 770–773.1 indexed citations
15.
Vye, Nancy, et al.. (2002). Effective educational software, now and in the future. Educational Technology archive. 42(5). 7–10.2 indexed citations
16.
Vye, Nancy. (2002). Using Computer-Assisted Case-Based Instruction in Corporate Training. EdMedia: World Conference on Educational Media and Technology. 2002(1). 1997–2000.
17.
Barron, Brigid, Daniel L. Schwartz, Nancy Vye, et al.. (1998). Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning. Journal of the Learning Sciences. 7(3). 271–311.731 indexed citations breakdown →
Vye, Nancy & John D. Bransford. (1981). Programs for Teaching Thinking.. Educational leadership. 39(1). 26–28.9 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.