Pablo Pirnay‐Dummer

877 total citations
23 papers, 381 citations indexed

About

Pablo Pirnay‐Dummer is a scholar working on Developmental and Educational Psychology, Artificial Intelligence and Education. According to data from OpenAlex, Pablo Pirnay‐Dummer has authored 23 papers receiving a total of 381 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Developmental and Educational Psychology, 9 papers in Artificial Intelligence and 9 papers in Education. Recurrent topics in Pablo Pirnay‐Dummer's work include Innovative Teaching and Learning Methods (11 papers), Educational Strategies and Epistemologies (5 papers) and Intelligent Tutoring Systems and Adaptive Learning (5 papers). Pablo Pirnay‐Dummer is often cited by papers focused on Innovative Teaching and Learning Methods (11 papers), Educational Strategies and Epistemologies (5 papers) and Intelligent Tutoring Systems and Adaptive Learning (5 papers). Pablo Pirnay‐Dummer collaborates with scholars based in Germany, United States and Luxembourg. Pablo Pirnay‐Dummer's co-authors include Dirk Ifenthaler, Norbert M. Seel, J. Michael Spector, Jonathan Spector, Birgit Kopainsky, Stephen M. Alessi, Maree Gosper, Samuel Greiff, Thomas Lehmann and Klaus Schmidtke and has published in prestigious journals such as SHILAP Revista de lepidopterología, Educational Technology Research and Development and Instructional Science.

In The Last Decade

Pablo Pirnay‐Dummer

23 papers receiving 347 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Pablo Pirnay‐Dummer Germany 11 217 131 125 69 51 23 381
Marthe Straatemeier Netherlands 7 217 1.0× 136 1.0× 213 1.7× 98 1.4× 140 2.7× 10 502
Carol Forsyth United States 10 239 1.1× 147 1.1× 102 0.8× 99 1.4× 22 0.4× 21 388
Soniya Gadgil United States 6 226 1.0× 52 0.4× 201 1.6× 40 0.6× 68 1.3× 12 386
Philipp Sonnleitner Luxembourg 9 141 0.6× 118 0.9× 84 0.7× 45 0.7× 149 2.9× 26 332
Benjamin Bell United States 5 181 0.8× 53 0.4× 142 1.1× 70 1.0× 18 0.4× 24 316
Héctor J. Pijeira‐Díaz Netherlands 9 197 0.9× 67 0.5× 154 1.2× 156 2.3× 57 1.1× 15 406
Amna Khan Pakistan 4 113 0.5× 62 0.5× 70 0.6× 51 0.7× 25 0.5× 25 307
Edna H. Mory United States 5 152 0.7× 46 0.4× 197 1.6× 64 0.9× 41 0.8× 6 314
Krittaya Leelawong United States 7 342 1.6× 337 2.6× 136 1.1× 187 2.7× 41 0.8× 10 551
Cornelia Schoor Germany 9 260 1.2× 50 0.4× 182 1.5× 82 1.2× 50 1.0× 23 388

Countries citing papers authored by Pablo Pirnay‐Dummer

Since Specialization
Citations

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

Fields of papers citing papers by Pablo Pirnay‐Dummer

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Pablo Pirnay‐Dummer. 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 Pablo Pirnay‐Dummer. The network helps show where Pablo Pirnay‐Dummer may publish in the future.

Co-authorship network of co-authors of Pablo Pirnay‐Dummer

This figure shows the co-authorship network connecting the top 25 collaborators of Pablo Pirnay‐Dummer. A scholar is included among the top collaborators of Pablo Pirnay‐Dummer 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 Pablo Pirnay‐Dummer. Pablo Pirnay‐Dummer 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.
Pirnay‐Dummer, Pablo, et al.. (2024). Promoting pre-service teachers’ knowledge integration from multiple text sources across domains with instructional prompts. Educational Technology Research and Development. 72(4). 2159–2185. 2 indexed citations
2.
Lehmann, Thomas, et al.. (2021). Correction to: Fostering integrated mental models of different professional knowledge domains: instructional approaches and model-based analyses. Educational Technology Research and Development. 69(2). 1353–1354. 1 indexed citations
3.
Lehmann, Thomas, et al.. (2019). Fostering integrated mental models of different professional knowledge domains: instructional approaches and model-based analyses. Educational Technology Research and Development. 68(3). 905–927. 12 indexed citations
4.
Ifenthaler, Dirk, et al.. (2014). Challenges for education in a connected world. Inaugural to the special issue Digital learning, data rich environments, and computer-based assessment. Open Repository and Bibliography (University of Luxembourg). 1 indexed citations
5.
Pirnay‐Dummer, Pablo. (2014). Local Semantic Trace: A Method to Analyze Very Small and Unstructured Texts for Propositional Knowledge. Technology Knowledge and Learning. 20(1). 93–114. 1 indexed citations
6.
7.
Pirnay‐Dummer, Pablo, et al.. (2013). Cognitive Interventions in Mild Alzheimer's Disease: A Therapy-Evaluation Study on the Interaction of Medication and Cognitive Treatment. SHILAP Revista de lepidopterología. 3(1). 301–311. 16 indexed citations
8.
Kopainsky, Birgit, Pablo Pirnay‐Dummer, & Stephen M. Alessi. (2012). Automated assessment of learners' understanding in complex dynamic systems. System Dynamics Review. 28(2). 131–156. 14 indexed citations
9.
Johnson, Tristan E., et al.. (2011). Text Summaries or Concept Maps: Which Better Represent Reading Text Conceptualization?.. Deakin Research Online (Deakin University). 8. 297–312. 4 indexed citations
10.
Pirnay‐Dummer, Pablo & Dirk Ifenthaler. (2010). Reading guided by automated graphical representations: How model-based text visualizations facilitate learning in reading comprehension tasks. Instructional Science. 39(6). 901–919. 15 indexed citations
11.
Ifenthaler, Dirk & Pablo Pirnay‐Dummer. (2010). Application of obtained results: Intermezzo 4 - Using knowledge to support knowing. 259–260. 5 indexed citations
12.
Ifenthaler, Dirk, Pablo Pirnay‐Dummer, & Norbert M. Seel. (2010). Computer-Based Diagnostics and Systematic Analysis of Knowledge. MADOC (University of Mannheim). 77 indexed citations
13.
Ifenthaler, Dirk & Pablo Pirnay‐Dummer. (2009). Assessment of Knowledge: Do Graphical Notes and Texts Represent Different Things?. Deakin Research Online (Deakin University). 86–93. 2 indexed citations
14.
Pirnay‐Dummer, Pablo, et al.. (2009). Model based assessment of learning dependent change within a two semester class. Educational Technology Research and Development. 57(6). 753–765. 6 indexed citations
15.
Pirnay‐Dummer, Pablo, et al.. (2009). Bridging the World's Knowledge to Individual Knowledge Using Latent Semantic Analysis and Web Ontologies to Complement Classical and New Knowledge Assessment Technologies.. 7(1). 21–45. 6 indexed citations
16.
Pirnay‐Dummer, Pablo, Dirk Ifenthaler, & Jonathan Spector. (2009). Highly integrated model assessment technology and tools. Educational Technology Research and Development. 58(1). 3–18. 80 indexed citations
17.
Ifenthaler, Dirk, Pablo Pirnay‐Dummer, & J. Michael Spector. (2008). Understanding models for learning and instruction : essays in honor of Norbert M. Seel. Deakin Research Online (Deakin University). 1–330. 50 indexed citations
18.
Pirnay‐Dummer, Pablo, Dirk Ifenthaler, & J. Michael Spector. (2008). Highly integrated model assessment technology and tools. Deakin Research Online (Deakin University). 18–28. 1 indexed citations
19.
Pirnay‐Dummer, Pablo, et al.. (2008). Reading with the guide of automated graphical representations : how model based text visualizations facilitate learning in reading comprehension tasks. Deakin Research Online (Deakin University). 1–1. 3 indexed citations
20.
Ifenthaler, Dirk, J. Michael Spector, & Pablo Pirnay‐Dummer. (2008). Understanding Models for Learning and Instruction. DIAL (Catholic University of Leuven). 29 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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