Niklas Humble

907 total citations
39 papers, 305 citations indexed

About

Niklas Humble is a scholar working on Computer Science Applications, Developmental and Educational Psychology and Education. According to data from OpenAlex, Niklas Humble has authored 39 papers receiving a total of 305 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Computer Science Applications, 12 papers in Developmental and Educational Psychology and 7 papers in Education. Recurrent topics in Niklas Humble's work include Teaching and Learning Programming (18 papers), Educational Games and Gamification (11 papers) and Online Learning and Analytics (6 papers). Niklas Humble is often cited by papers focused on Teaching and Learning Programming (18 papers), Educational Games and Gamification (11 papers) and Online Learning and Analytics (6 papers). Niklas Humble collaborates with scholars based in Sweden, United Kingdom and Australia. Niklas Humble's co-authors include Peter Mozelius, Göran Fransson, Ulrika Gustafsson, Thomas Ryberg, Anders Olofsson, Jimmy Jaldemark, Stefan Hrastinski, Ana Fuentes Martínez, Stefan Seipel and Jonas Boustedt and has published in prestigious journals such as SHILAP Revista de lepidopterología, Education and Information Technologies and International Journal of Educational Technology in Higher Education.

In The Last Decade

Niklas Humble

33 papers receiving 282 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Niklas Humble Sweden 8 134 60 53 51 45 39 305
Clare Baek United States 10 178 1.3× 69 1.1× 81 1.5× 47 0.9× 30 0.7× 16 338
Emily Oxley United Kingdom 8 107 0.8× 68 1.1× 84 1.6× 55 1.1× 55 1.2× 11 304
Nasrin Pervin Bangladesh 5 87 0.6× 62 1.0× 75 1.4× 47 0.9× 71 1.6× 12 317
Yoshija Walter Switzerland 7 112 0.8× 97 1.6× 55 1.0× 63 1.2× 71 1.6× 22 369
Xiaojiao Chen China 7 85 0.6× 61 1.0× 49 0.9× 46 0.9× 42 0.9× 17 298
Chiraz Anane United Arab Emirates 4 124 0.9× 103 1.7× 47 0.9× 65 1.3× 99 2.2× 10 351
Haoming Wang China 6 98 0.7× 71 1.2× 32 0.6× 39 0.8× 27 0.6× 15 262
Abdullahi Yusuf Nigeria 6 113 0.8× 64 1.1× 40 0.8× 39 0.8× 72 1.6× 15 267
Katherine K. W. Lee Hong Kong 3 95 0.7× 96 1.6× 53 1.0× 49 1.0× 86 1.9× 6 281
Carmen Fernández-Morante Spain 7 158 1.2× 68 1.1× 89 1.7× 104 2.0× 43 1.0× 21 356

Countries citing papers authored by Niklas Humble

Since Specialization
Citations

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

Fields of papers citing papers by Niklas Humble

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Niklas Humble

This figure shows the co-authorship network connecting the top 25 collaborators of Niklas Humble. A scholar is included among the top collaborators of Niklas Humble 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 Niklas Humble. Niklas Humble 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.
Humble, Niklas. (2025). Higher Education AI Policies—A Document Analysis of University Guidelines. European Journal of Education. 60(3).
2.
Clear, Tony, Åsa Cajander, Roger McDermott, et al.. (2025). AI Integration in the IT Professional Workplace: A Scoping Review and Interview Study with Implications for Education and Professional Competencies. KTH Publication Database DiVA (KTH Royal Institute of Technology). 34–67. 3 indexed citations
3.
Humble, Niklas & Peter Mozelius. (2024). Generative Artificial Intelligence and the Impact on Sustainability. DiVA (University of Gävle). 4(1). 175–182. 2 indexed citations
4.
Calvo-Morata, Antonio, et al.. (2024). Games for Coding to Attract New Students to STEM. Publications (Mid Sweden University). 1–8.
5.
Humble, Niklas. (2024). Play my thesis. KTH Publication Database DiVA (KTH Royal Institute of Technology). 4(1). 165–174. 1 indexed citations
6.
Humble, Niklas. (2024). Risk management strategy for generative AI in computing education: how to handle the strengths, weaknesses, opportunities, and threats?. International Journal of Educational Technology in Higher Education. 21(1). 5 indexed citations
7.
Mozelius, Peter & Niklas Humble. (2024). On the Use of Generative AI for Literature Reviews: An Exploration of Tools and Techniques. DiVA (University of Gävle). 23(1). 161–168. 8 indexed citations
8.
Mozelius, Peter, et al.. (2023). AN EDUCATIONAL ESCAPE ROOM FOR COMPUTATIONAL THINKING - DEFINING THE REQUIREMENTS. 1 indexed citations
9.
Mozelius, Peter, et al.. (2023). Development of an Enjoyable Educational Game on Fundamental Programming: Designing for Inclusion and Learning Analytics. DiVA (University of Gävle). 17(1). 434–442.
10.
Humble, Niklas, et al.. (2023). REDESIGNING TECHNOLOGY-ENHANCED PROFESSIONAL DEVELOPMENT TO FACILITATE LIFELONG LEARNING. ICERI proceedings. 1. 604–611.
11.
Humble, Niklas. (2023). A conceptual model of what programming affords secondary school courses in mathematics and technology. Education and Information Technologies. 28(8). 10183–10208. 1 indexed citations
12.
Mozelius, Peter, et al.. (2023). 3 GAMES 4 CODING – DO GIRLS FEEL WELCOME?. INTED proceedings. 1. 4612–4620. 1 indexed citations
13.
Humble, Niklas & Peter Mozelius. (2023). Grades 7–12 teachers' perception of computational thinking for mathematics and technology. Frontiers in Education. 8. 3 indexed citations
14.
Humble, Niklas. (2023). Future paths for GIS in K-12 education: A review of possibilities and constraints. SHILAP Revista de lepidopterología. 14(3). 79–88. 1 indexed citations
15.
Humble, Niklas & Peter Mozelius. (2022). Content analysis or thematic analysis. Publications (Mid Sweden University). 21(1). 76–81. 38 indexed citations
16.
Humble, Niklas & Peter Mozelius. (2022). Refurbishing the Educational Escape Room for Programming: Lowering the Threshold and Raising the Ceiling. 16(1). 280–289. 5 indexed citations
17.
Mozelius, Peter & Niklas Humble. (2022). How to get the girls Gaming: A Literature Study on Inclusive Design. 16(1). 396–402. 4 indexed citations
18.
Humble, Niklas & Peter Mozelius. (2022). Content Analysis or Thematic Analysis: Doctoral Students' Perceptions of Similarities and Differences. 20(3). 89–98. 14 indexed citations
19.
Humble, Niklas, et al.. (2019). TEACHER CHALLENGES AND CHOICE OF PROGRAMMING TOOLS FOR TEACHING K-12 TECHNOLOGY AND MATHEMATICS. DiVA (University of Gävle). 1. 431–435. 4 indexed citations
20.
Hrastinski, Stefan, Anders Olofsson, Göran Fransson, et al.. (2019). Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education. Postdigital Science and Education. 1(2). 427–445. 72 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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