Oriol Borrás-Gené

782 total citations
31 papers, 438 citations indexed

About

Oriol Borrás-Gené is a scholar working on Computer Science Applications, Information Systems and Developmental and Educational Psychology. According to data from OpenAlex, Oriol Borrás-Gené has authored 31 papers receiving a total of 438 indexed citations (citations by other indexed papers that have themselves been cited), including 25 papers in Computer Science Applications, 16 papers in Information Systems and 10 papers in Developmental and Educational Psychology. Recurrent topics in Oriol Borrás-Gené's work include E-Learning and Knowledge Management (19 papers), Online Learning and Analytics (14 papers) and Educational Innovations and Technology (13 papers). Oriol Borrás-Gené is often cited by papers focused on E-Learning and Knowledge Management (19 papers), Online Learning and Analytics (14 papers) and Educational Innovations and Technology (13 papers). Oriol Borrás-Gené collaborates with scholars based in Spain, Sweden and Ireland. Oriol Borrás-Gené's co-authors include Ángel Fidalgo-Blanco, Margarita Martínez, Javier Medina, Francisco José García‐Peñalvo, Roberto Therón, Juan Cruz-Benito, Lucía Serrano‐Luján, María Luisa Séin-Echaluce, Virginia Jiménez Rodríguez and Esther Isorna and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers in Human Behavior and Education Sciences.

In The Last Decade

Oriol Borrás-Gené

29 papers receiving 413 citations

Peers

Oriol Borrás-Gené

CSA

EDUCA

DEP

SPS

Elvira G. Rincón-Flores Mexico

Kasiyah Junus Indonesia

Martina Holenko Dlab Croatia

Kim Flintoff Australia

Tzu Chien Liu Taiwan

Lisette Toetenel United Kingdom

Nurul Farhana Jumaat Malaysia

Gülden Gürsoy Türkiye

Senay Kocakoyun Cyprus

Stephanie B. Corliss United States

Elvira G. Rincón-Flores Mexico

Oriol Borrás-Gené

195 ×0.8

CSA

113 ×0.6

EDUCA

110 ×0.7

211 ×1.4

DEP

25 ×0.7

SPS

Citations per year, relative to Oriol Borrás-Gené Oriol Borrás-Gené (= 1×) peers Elvira G. Rincón-Flores

Countries citing papers authored by Oriol Borrás-Gené

Since Specialization

Citations

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

Fields of papers citing papers by Oriol Borrás-Gené

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Oriol Borrás-Gené. 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 Oriol Borrás-Gené. The network helps show where Oriol Borrás-Gené may publish in the future.

Co-authorship network of co-authors of Oriol Borrás-Gené

This figure shows the co-authorship network connecting the top 25 collaborators of Oriol Borrás-Gené. A scholar is included among the top collaborators of Oriol Borrás-Gené 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 Oriol Borrás-Gené. Oriol Borrás-Gené 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

López, A.J. & Oriol Borrás-Gené. (2025). The Creation and Evaluation of an AI Assistant (GPT) for Educational Experience Design. Information. 16(2). 117–117. 2 indexed citations

Hijón‐Neira, Raquel, et al.. (2024). AI-Generated Context for Teaching Robotics to Improve Computational Thinking in Early Childhood Education. Education Sciences. 14(12). 1401–1401. 4 indexed citations

Borrás-Gené, Oriol, et al.. (2023). Effects of a Personal Learning Environment Approach in a Master’s Program for Future Teachers. Education Sciences. 13(11). 1129–1129. 1 indexed citations

Rodríguez, Virginia Jiménez, et al.. (2022). USANDO MENTIMETER EN EDUCACIÓN SUPERIOR: HERRAMIENTA DIGITAL EN LÍNEA PARA INCENTIVAR Y POTENCIAR LA ADQUISICIÓN DE CONOCIMIENTO DE MANERA LÚDICA. SHILAP Revista de lepidopterología. 22(1). 131–154.

Borrás-Gené, Oriol, et al.. (2022). Digital Educational Escape Room Analysis Using Learning Styles. Information. 13(11). 522–522. 10 indexed citations

Borrás-Gené, Oriol, et al.. (2022). Professional and Academic Digital Identity Workshop for Higher Education Students. Information. 13(10). 490–490. 3 indexed citations

Blas, Clara Simón de, et al.. (2022). Analyzing the Influence of Belbin’s Roles on the Quality of Collaborative Learning for the Study of Business Fundamentals. Education Sciences. 12(9). 594–594. 4 indexed citations

Hijón‐Neira, Raquel, Cornelia Connolly, Daniel Palacios‐Alonso, & Oriol Borrás-Gené. (2021). A Guided Scratch Visual Execution Environment to Introduce Programming Concepts to CS1 Students. Information. 12(9). 378–378. 4 indexed citations

Rodríguez, Virginia Jiménez, et al.. (2021). Students and Teachers Using Mentimeter: Technological Innovation to Face the Challenges of the COVID-19 Pandemic and Post-Pandemic in Higher Education. Education Sciences. 11(11). 667–667. 38 indexed citations

10.

Buchem, Ilona, et al.. (2020). Motivational effects of open badges in MOOCs. A learner perception study in OpenVM Learning Hub and MiriadaX. e-mentor. 86(4). 22–35. 1 indexed citations

11.

Navarro, Justo García, Ana Jiménez-Rivero, & Oriol Borrás-Gené. (2018). PERSONAL LEARNING ENVIRONMENTS AS THE BASIS OF A NEW COURSE FOR MASTER'S PROGRAMMES. INTED proceedings. 2 indexed citations

12.

Borrás-Gené, Oriol. (2017). Insignias digitales como acreditación de competencias en la Universidad. UPM Digital Archive (Technical University of Madrid). 1 indexed citations

13.

Navarro, Justo García, Oriol Borrás-Gené, & Ana Jiménez-Rivero. (2017). Diseño de asignatura para la competencia digital del estudiante universitario = Design of a course for the digital competence of university students. SHILAP Revista de lepidopterología. 1(3). 27–27.

14.

Cruz-Benito, Juan, Oriol Borrás-Gené, Francisco José García‐Peñalvo, Ángel Fidalgo-Blanco, & Roberto Therón. (2017). Learning Communities in Social Networks and Their Relationship With the MOOCs. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje. 12(1). 24–36. 18 indexed citations

15.

Fidalgo-Blanco, Ángel, Margarita Martínez, Oriol Borrás-Gené, & Javier Medina. (2016). Micro flip teaching ‒ An innovative model to promote the active involvement of students. Computers in Human Behavior. 72. 713–723. 71 indexed citations

16.

Borrás-Gené, Oriol, et al.. (2016). GAMIFIED OPEN Q&A FORUM MODEL AS A PLATFORM FOR A CMOOCS. INTED proceedings. 1. 4903–4910. 1 indexed citations

17.

Martínez, Margarita, Ángel Fidalgo-Blanco, & Oriol Borrás-Gené. (2015). New challenges for the motivation and learning in engineering education using gamification in MOOC. International journal of engineering education. 32(1). 501–512. 91 indexed citations

18.

Borrás-Gené, Oriol. (2015). Fundamentos de Gamificación. UPM Digital Archive (Technical University of Madrid). 5 indexed citations

19.

Cruz-Benito, Juan, Oriol Borrás-Gené, Francisco José García‐Peñalvo, Ángel Fidalgo-Blanco, & Roberto Therón. (2015). Extending MOOC ecosystems using web services and software architectures. 1–7. 16 indexed citations

20.

Borrás-Gené, Oriol. (2012). Píldoras formativas y videojuegos aplicados al estudio de la Ingeniería Acústica. Tesis Doctorals en Xarxa (Consorci de Serveis Universitaris de Catalunya). 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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