This map shows the geographic impact of Nikol Rummel'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 Nikol Rummel with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Nikol Rummel more than expected).
This network shows the impact of papers produced by Nikol Rummel. 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 Nikol Rummel. The network helps show where Nikol Rummel may publish in the future.
Co-authorship network of co-authors of Nikol Rummel
This figure shows the co-authorship network connecting the top 25 collaborators of Nikol Rummel.
A scholar is included among the top collaborators of Nikol Rummel 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 Nikol Rummel. Nikol Rummel is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Leeuwen, Anouschka van & Nikol Rummel. (2017). Teacher regulation of collaborative learning: research directions for learning analytics dashboards. Utrecht University Repository (Utrecht University).5 indexed citations
Olsen, Jennifer K., Nikol Rummel, & Vincent Aleven. (2016). Investigating Effects of Embedding Collaboration in an Intelligent Tutoring System for Elementary School Students.. Grantee Submission.5 indexed citations
8.
Rummel, Nikol, et al.. (2016). Comparing students' solutions when learning collaboratively or individually within Productive Failure. International Conference of Learning Sciences. 2. 926–929.1 indexed citations
Olsen, Jennifer K., Daniel M. Belenky, Vincent Aleven, & Nikol Rummel. (2014). Collaboration on Procedural Problems May Support Conceptual Knowledge More than You May Think.. Grantee Submission.1 indexed citations
13.
Belenky, Daniel M., Michael Ringenberg, Jennifer K. Olsen, Vincent Aleven, & Nikol Rummel. (2014). Using Dual Eye-Tracking to Evaluate Students' Collaboration with an Intelligent Tutoring System for Elementary-Level Fractions. Cognitive Science. 2014(36).13 indexed citations
14.
Wiley, Jennifer, et al.. (2013). Diversity, Collaboration, and Learning by Invention. Cognitive Science. 35(35).3 indexed citations
15.
Wichmann, Astrid, et al.. (2013). Supporting Feedback Uptake in Online Peer Assessment.. Computer Supported Collaborative Learning. 253–254.1 indexed citations
16.
Deiglmayr, Anne, et al.. (2011). Emerging Tensions in the Future of Technology-Enhanced Learning: First Results of an International Delphi Study.. Computer Supported Collaborative Learning.2 indexed citations
Meier, Anne, et al.. (2006). Expertise Development in Clinical Psychology. eScholarship (California Digital Library). 28(28).4 indexed citations
19.
Rummel, Nikol, et al.. (2006). Learning to collaborate in a computer-mediated setting: observing a model beats learning from being scripted. International Conference of Learning Sciences. 634–640.15 indexed citations
20.
Rummel, Nikol & Hans Spada. (2004). Cracking the nut: but which nutcracker to use? diversity in approaches to analyzing collaborative processes in technology-supported settings. International Conference of Learning Sciences. 23–26.3 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.