Nesrin Özdener

659 total citations
37 papers, 400 citations indexed

About

Nesrin Özdener is a scholar working on Education, Developmental and Educational Psychology and Computer Science Applications. According to data from OpenAlex, Nesrin Özdener has authored 37 papers receiving a total of 400 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 13 papers in Developmental and Educational Psychology and 8 papers in Computer Science Applications. Recurrent topics in Nesrin Özdener's work include Educational Games and Gamification (8 papers), Teaching and Learning Programming (7 papers) and Online and Blended Learning (6 papers). Nesrin Özdener is often cited by papers focused on Educational Games and Gamification (8 papers), Teaching and Learning Programming (7 papers) and Online and Blended Learning (6 papers). Nesrin Özdener collaborates with scholars based in Türkiye, United Kingdom and Pakistan. Nesrin Özdener's co-authors include Müge Satar, Murat Öztok and Duygu Mutlu Bayraktar and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers & Education and Modern Language Journal.

In The Last Decade

Nesrin Özdener

31 papers receiving 339 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Nesrin Özdener Türkiye 11 161 150 128 91 80 37 400
Anna Comas-Quinn United Kingdom 7 265 1.6× 99 0.7× 100 0.8× 145 1.6× 129 1.6× 18 474
Zöe Handley United Kingdom 9 171 1.1× 102 0.7× 132 1.0× 38 0.4× 94 1.2× 19 448
Moonyoung Park Hong Kong 13 364 2.3× 97 0.6× 124 1.0× 48 0.5× 210 2.6× 24 590
Chunping Zheng China 12 316 2.0× 224 1.5× 110 0.9× 126 1.4× 135 1.7× 22 614
Fernando Rosell-Aguilar United Kingdom 11 292 1.8× 139 0.9× 207 1.6× 48 0.5× 209 2.6× 16 596
Phillip A. Towndrow Singapore 13 279 1.7× 89 0.6× 68 0.5× 42 0.5× 75 0.9× 48 453
Reza Dashtestani Iran 12 270 1.7× 93 0.6× 85 0.7× 36 0.4× 251 3.1× 21 462
Takane Yamaguchi 2 136 0.8× 140 0.9× 228 1.8× 25 0.3× 80 1.0× 4 429
Alberto Andújar Spain 10 222 1.4× 86 0.6× 66 0.5× 46 0.5× 207 2.6× 16 420
Jozef Colpaert Belgium 12 110 0.7× 165 1.1× 195 1.5× 67 0.7× 87 1.1× 38 457

Countries citing papers authored by Nesrin Özdener

Since Specialization
Citations

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

Fields of papers citing papers by Nesrin Özdener

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Nesrin Özdener

This figure shows the co-authorship network connecting the top 25 collaborators of Nesrin Özdener. A scholar is included among the top collaborators of Nesrin Özdener 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 Nesrin Özdener. Nesrin Özdener 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.
Özdener, Nesrin, et al.. (2023). Design, development, and evaluation of educational virtual reality environment: EVRECA. Educational Technology Research and Development. 72(2). 915–945. 2 indexed citations
2.
Özdener, Nesrin, et al.. (2021). Gamification user types and game playing preferences of university students. Marmara University Open Access System. 11(2). 55–67. 7 indexed citations
3.
Özdener, Nesrin, et al.. (2021). An Action Research Study on the Development of Object-Oriented Programming Course. Marmara University Open Access System. 5(4). 620–628.
4.
Özdener, Nesrin, et al.. (2021). The Illusions on Digital Citizenship: What We Know and What We Do?. Marmara University Open Access System. 11(3). 125–151. 1 indexed citations
5.
Özdener, Nesrin. (2017). Gamification for enhancing Web 2.0 based educational activities: The case of pre-service grade school teachers using educational Wiki pages. Telematics and Informatics. 35(3). 564–578. 37 indexed citations
6.
Bayraktar, Duygu Mutlu & Nesrin Özdener. (2015). Comparison of Communication Patterns of Students in Online and Face-to-Face Collaborative Learning Environments with Discourse Analysis. The Anthropologist. 22(2). 265–275.
7.
Özdener, Nesrin, et al.. (2014). Programming Education with a Blocks-Based Visual Language for Mobile Application Development.. International Association for Development of the Information Society. 3 indexed citations
8.
Özdener, Nesrin, et al.. (2010). Evaluation of the Usability of Different Virtual Lab Software Used in Physics Courses. SHILAP Revista de lepidopterología. 11 indexed citations
9.
Özdener, Nesrin, et al.. (2010). The effects of using geometry software supported by digital daily life photographs on geometry learning. Procedia - Social and Behavioral Sciences. 2(2). 2824–2828. 15 indexed citations
10.
Özdener, Nesrin, et al.. (2009). A comparative study on the use of information technologies in the development of students’ ability to comprehend what they listen to and watch. Journal of Human Sciences - Journal of Human Sciences. 3 indexed citations
11.
Özdener, Nesrin, et al.. (2009). The effect of forming a score-based competitive system in a cyber-drilling atmosphere for learning and motivation. Journal of Human Sciences - Journal of Human Sciences. 2 indexed citations
12.
Özdener, Nesrin & Müge Satar. (2009). Effectiveness of Various Oral Feedback Techniques in CALL Vocabulary Learning Materials. Eurasian Journal of Educational Research. 9(34). 75–96. 4 indexed citations
13.
Özdener, Nesrin & Müge Satar. (2008). DergiPark (Istanbul University). 13 indexed citations
14.
Özdener, Nesrin & Murat Öztok. (2008). ICT sufficiency in cooperative projects via the internet. Lancaster EPrints (Lancaster University). 3(1). 51–60. 4 indexed citations
15.
Özdener, Nesrin, et al.. (2008). Teachers' Information and Communication Technologies (ICT) using achievements and attitudes towards ICT. Dspace Repository (Marmara Üniversitesi). 16 indexed citations
16.
Özdener, Nesrin, et al.. (2008). Öğretmenlerin Bilgi ve İletişim Teknolojileri (Bit) Uygulama Başarıları ve Bit’e Yönelik Tutumları. Hacettepe Universitesi Egitim Fakultesi Dergisi-hacettepe University Journal of Education. 34(34). 41–53. 15 indexed citations
17.
Özdener, Nesrin, et al.. (2007). DEVELOPMENT OF A NEW CURRICULUM FOR COMPUTER EDUCATION AND COMPARISON WITH THE CURRENT CURRICULUM OF THE TURKISH MINISTRY OF NATIONAL EDUCATION. ˜The œturkish online journal of educational technology. 6(3). 39–53. 2 indexed citations
18.
Özdener, Nesrin. (2007). A comparison of the misconceptions about the time-efficiency of algorithms by various profiles of computer-programming students. Computers & Education. 51(3). 1094–1102. 12 indexed citations
19.
Özdener, Nesrin, et al.. (2004). Bilgisayar Eğitiminde Çoklu Zeka Kuramına Göre Proje Tabanlı Öğrenme Modelinin Öğrenci Başarısı Üzerine Etkisi. Educational Sciences Theory & Practice. 4(1). 147–170. 5 indexed citations
20.
Özdener, Nesrin, et al.. (2001). Deneysel Verileri Değerlendirme İmkanı Tanıyan ve Dönüt Verebilen Sanal Laboratuarların Geliştirilmesi. 14(14). 107–120. 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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