Patrick Charland

828 total citations
54 papers, 458 citations indexed

About

Patrick Charland is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Patrick Charland has authored 54 papers receiving a total of 458 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Education, 14 papers in Developmental and Educational Psychology and 10 papers in Sociology and Political Science. Recurrent topics in Patrick Charland's work include Neuroscience, Education and Cognitive Function (8 papers), Science Education and Pedagogy (7 papers) and Intelligent Tutoring Systems and Adaptive Learning (5 papers). Patrick Charland is often cited by papers focused on Neuroscience, Education and Cognitive Function (8 papers), Science Education and Pedagogy (7 papers) and Intelligent Tutoring Systems and Adaptive Learning (5 papers). Patrick Charland collaborates with scholars based in Canada, France and United States. Patrick Charland's co-authors include Jacques Robert, Pierre‐Majorique Léger, Gilbert Babin, Pierre‐Majorique Léger, Martin Riopel, Patrice Potvin, Steve Masson, Timothy Paul Cronan, Jérémie Blanchette Sarrasin and Julien Mercier and has published in prestigious journals such as SHILAP Revista de lepidopterología, PLoS ONE and International Journal of Operations & Production Management.

In The Last Decade

Patrick Charland

44 papers receiving 429 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Patrick Charland Canada 11 174 139 77 72 63 54 458
Jennifer S. Thom Canada 11 226 1.3× 147 1.1× 15 0.2× 72 1.0× 44 0.7× 41 536
Deniz Eseryel United States 10 311 1.8× 196 1.4× 41 0.5× 150 2.1× 81 1.3× 37 626
Claudia Roda France 9 104 0.6× 74 0.5× 16 0.2× 75 1.0× 75 1.2× 29 429
Elizabeth Koh Singapore 15 161 0.9× 253 1.8× 15 0.2× 204 2.8× 106 1.7× 56 604
Eleni Berki Finland 11 109 0.6× 193 1.4× 17 0.2× 46 0.6× 216 3.4× 48 645
Thiemo Wambsganß Switzerland 12 127 0.7× 92 0.7× 16 0.2× 112 1.6× 70 1.1× 48 458
Vanissa Wanick United Kingdom 11 182 1.0× 67 0.5× 21 0.3× 69 1.0× 43 0.7× 22 377
Elizabeth Furtado Brazil 11 57 0.3× 32 0.2× 30 0.4× 40 0.6× 134 2.1× 83 443
Chris Cope Australia 11 137 0.8× 283 2.0× 21 0.3× 98 1.4× 127 2.0× 19 525
Hui Luan Taiwan 9 283 1.6× 189 1.4× 22 0.3× 177 2.5× 102 1.6× 12 707

Countries citing papers authored by Patrick Charland

Since Specialization
Citations

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

Fields of papers citing papers by Patrick Charland

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Patrick Charland

This figure shows the co-authorship network connecting the top 25 collaborators of Patrick Charland. A scholar is included among the top collaborators of Patrick Charland 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 Patrick Charland. Patrick Charland 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.
Potvin, Patrice, et al.. (2025). Belief in neuromyths among primary school teachers: A cross-national study of 11 countries. Trends in Neuroscience and Education. 40. 100264–100264.
2.
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Potvin, Patrice, et al.. (2025). Beyond Blind Trust and Informed Trust: Earned Trust? A Critique of Osborne and Allchin (2024). Canadian Journal of Science Mathematics and Technology Education. 25(2). 543–551.
4.
Charland, Patrick, et al.. (2025). Multi-stakeholder perspective on responsible artificial intelligence and acceptability in education. npj Science of Learning. 10(1). 44–44.
5.
Charland, Patrick, et al.. (2025). A systematic review of AI-driven intelligent tutoring systems (ITS) in K-12 education. npj Science of Learning. 10(1). 29–29. 11 indexed citations
6.
Charland, Patrick, et al.. (2024). Enhancing learning experiences: EEG-based passive BCI system adapts learning speed to cognitive load in real-time, with motivation as catalyst. Frontiers in Human Neuroscience. 18. 1416683–1416683. 6 indexed citations
7.
Chaffee, Kathryn Everhart, Isabelle Plante, Élizabeth Olivier, et al.. (2024). Adolescents’ school and emotional adjustment in time of COVID-19: the role of parents. Educational Psychology. 44(9-10). 997–1018.
8.
Charland, Patrick, Lorie‐Marlène Brault Foisy, Pierre‐Majorique Léger, et al.. (2023). Effects of reading contextualized physics problems among men and women: A psychophysiological approach. Trends in Neuroscience and Education. 30. 100199–100199. 4 indexed citations
9.
Potvin, Patrice, et al.. (2023). Discovering basic electricity through the “forty electronic challenges”. Science Activities. 60(3). 126–140. 1 indexed citations
10.
Charland, Patrick, et al.. (2022). The programming curriculum within ISIS. PLoS ONE. 17(4). e0265721–e0265721.
11.
Léger, Pierre‐Majorique, et al.. (2021). An Exploratory Study on the Impact of Collective Immersion on Learning and Learning Experience. Multimodal Technologies and Interaction. 5(4). 17–17. 2 indexed citations
12.
Léger, Pierre‐Majorique, et al.. (2021). The Influence of Video Format on Engagement and Performance in Online Learning. Brain Sciences. 11(2). 128–128. 44 indexed citations
13.
Potvin, Patrice, François Thibault, Geneviève Allaire‐Duquette, et al.. (2020). Models of conceptual change in science learning: establishing an exhaustive inventory based on support given by articles published in major journals. Studies in Science Education. 56(2). 157–211. 36 indexed citations
14.
Charland, Patrick, et al.. (2016). ENJEUX ÉDUCATIONNELS, CURRICULUM ET LANGUE D’ENSEIGNEMENT DANS LES CAMPS DE RÉFUGIÉS État des connaissances et perspectives de recherche.. SHILAP Revista de lepidopterología. 3 indexed citations
15.
Charland, Patrick, Pierre‐Majorique Léger, Sylvain Sénécal, et al.. (2015). Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective. Journal of Visualized Experiments. e52627–e52627. 22 indexed citations
16.
Robert, Jacques, et al.. (2014). ERP Simulation Game: A Distribution Game to Teach the Value of Integrated Systems. Developments in Business Simulation and Experiential Learning: Proceedings of the Annual ABSEL conference. 37. 10 indexed citations
17.
Léger, Pierre‐Majorique, et al.. (2013). Scope Management: A Core Information System Implementation Project Pedagogy. International Education Studies. 6(3). 2 indexed citations
18.
Potvin, Patrice, Julien Mercier, Patrick Charland, & Martin Riopel. (2011). Does Classroom Explicitation of Initial Conceptions Favour Conceptual Change or is it Counter-Productive?. Research in Science Education. 42(3). 401–414. 8 indexed citations
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20.
Charland, Patrick. (2007). La triade science, technologie et environnement : nouveaux enjeux théoriques curriculaires et pédagogiques. Éducation relative à l environnement. Volume 6. 2 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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