Piret Luik

1.7k total citations
67 papers, 1.1k citations indexed

About

Piret Luik is a scholar working on Education, Computer Science Applications and Developmental and Educational Psychology. According to data from OpenAlex, Piret Luik has authored 67 papers receiving a total of 1.1k indexed citations (citations by other indexed papers that have themselves been cited), including 37 papers in Education, 22 papers in Computer Science Applications and 11 papers in Developmental and Educational Psychology. Recurrent topics in Piret Luik's work include Online Learning and Analytics (15 papers), Online and Blended Learning (13 papers) and Teaching and Learning Programming (12 papers). Piret Luik is often cited by papers focused on Online Learning and Analytics (15 papers), Online and Blended Learning (13 papers) and Teaching and Learning Programming (12 papers). Piret Luik collaborates with scholars based in Estonia, Italy and Germany. Piret Luik's co-authors include Merle Taimalu, Karin Naruskov, Herbert Scheithauer, Anja Schultze‐Krumbholz, Ann Frisén, Sofia Berne, Ersilia Menesini, Benedetta Emanuela Palladino, Annalaura Nocentini and Rasa Erentaitė and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers & Education and Frontiers in Psychology.

In The Last Decade

Piret Luik

57 papers receiving 1.0k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Piret Luik Estonia 15 665 481 190 189 185 67 1.1k
Ana Margarida Veiga Simão Portugal 19 718 1.1× 661 1.4× 278 1.5× 141 0.7× 301 1.6× 103 1.4k
Lenka Dědková Czechia 14 607 0.9× 527 1.1× 607 3.2× 99 0.5× 196 1.1× 47 1.1k
Javier J. Maquilón Sánchez Spain 13 431 0.6× 191 0.4× 174 0.9× 211 1.1× 45 0.2× 71 678
Ilene R. Berson United States 14 383 0.6× 147 0.3× 294 1.5× 142 0.8× 89 0.5× 77 767
Jina Yoon United States 9 251 0.4× 381 0.8× 181 1.0× 38 0.2× 143 0.8× 20 738
Stephen J. Aguilar United States 15 224 0.3× 102 0.2× 179 0.9× 73 0.4× 91 0.5× 30 812
Michael T. Giang United States 11 144 0.2× 142 0.3× 255 1.3× 37 0.2× 53 0.3× 20 528
Yehuda Peled Israel 13 290 0.4× 99 0.2× 97 0.5× 165 0.9× 49 0.3× 44 559
Raquel Lozano-Blasco Spain 14 328 0.5× 208 0.4× 317 1.7× 86 0.5× 49 0.3× 33 684

Countries citing papers authored by Piret Luik

Since Specialization
Citations

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

Fields of papers citing papers by Piret Luik

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Piret Luik

This figure shows the co-authorship network connecting the top 25 collaborators of Piret Luik. A scholar is included among the top collaborators of Piret Luik 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 Piret Luik. Piret Luik 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.
2.
Luik, Piret, et al.. (2024). Teaching Informatics in Lower-Secondary Schools: Views of Informatics Teachers. 1–3. 1 indexed citations
3.
Luik, Piret, et al.. (2024). Does knowledge according to the TPACK framework have an impact on student teachers’ beliefs? A path analysis. Education and Information Technologies. 29(17). 23027–23048. 4 indexed citations
4.
Luik, Piret, et al.. (2023). The Role of Trainers in Implementing Virtual Simulation-based Training: Effects on Attitude and TPACK Knowledge. Vocations and Learning. 16(3). 459–486. 4 indexed citations
5.
Luik, Piret, et al.. (2022). How Can Web Lessons Be Taught to Reduce Screen Fatigue, Motivational, and Concentration Problems in Different Disciplines?. Frontiers in Sociology. 7. 871770–871770. 6 indexed citations
6.
Taimalu, Merle, et al.. (2021). WHY THEY CHOOSE A TEACHING CAREER? FACTORS MOTIVATING CAREER CHOICE AMONG ESTONIAN AND FINNISH STUDENT TEACHERS. Trames Journal of the Humanities and Social Sciences. 25(1). 19–35. 6 indexed citations
7.
Luik, Piret, et al.. (2021). Measuring the Post-Impact of Programming MOOCs: Development and Validation of an Instrument. Education Sciences. 11(12). 811–811. 4 indexed citations
8.
Luik, Piret, et al.. (2021). Challenges and Positives Caused by Changing Roles during Emergency Remote Education in Estonia as Revealed by Facebook Messages. Social Sciences. 10(10). 364–364. 2 indexed citations
9.
Tõnisson, Eno, et al.. (2020). Using image recognition to automatically assess programming tasks with graphical output. Education and Information Technologies. 25(6). 5185–5203. 4 indexed citations
10.
Luik, Piret, et al.. (2019). Participants and completers in programming MOOCs. Education and Information Technologies. 24(6). 3689–3706. 11 indexed citations
11.
Luik, Piret, et al.. (2018). Troubleshooters for Tasks of Introductory Programming MOOCs. The International Review of Research in Open and Distributed Learning. 19(4). 10 indexed citations
12.
Luik, Piret & Merle Taimalu. (2018). Preschool teachers’ and Early Years Teacher curriculum student teachers’ assessments of content, pedagogy and technology knowledge and integration of this knowledge. SHILAP Revista de lepidopterología. 6(1). 136–156. 1 indexed citations
13.
Palladino, Benedetta Emanuela, Ersilia Menesini, Annalaura Nocentini, et al.. (2017). Perceived Severity of Cyberbullying: Differences and Similarities across Four Countries. Frontiers in Psychology. 8. 1524–1524. 51 indexed citations
14.
Luik, Piret, et al.. (2017). Perceptions of technological, pedagogical and content knowledge (TPACK) among pre-service teachers in Estonia. Education and Information Technologies. 23(2). 741–755. 70 indexed citations
15.
Luik, Piret, et al.. (2013). Factors motivating the choice of teaching as a career among student teachers and first-year teachers. SHILAP Revista de lepidopterología. 1. 97–123. 1 indexed citations
16.
Luik, Piret, et al.. (2011). On the use of student teacher blogs during teaching practice. Procedia - Social and Behavioral Sciences. 11. 165–169. 12 indexed citations
17.
Luik, Piret, et al.. (2011). Changes in school management caused by regular usage of laptops in lessons. Procedia - Social and Behavioral Sciences. 11. 190–194.
18.
Mikk, Jaan, Marika Veisson, & Piret Luik. (2008). Reforms and Innovations in Estonian Education. Baltische Studien zur Erziehungs- und Sozialwissenschaft. Volume 16.. Communications Medicine. 2. 114–114. 1 indexed citations
19.
Luik, Piret, et al.. (2003). Effectiveness of Drill and Practice Programs in Elementary Mathematics.. EdMedia: World Conference on Educational Media and Technology. 2003(1). 599–600.
20.
Mikk, Jaan & Piret Luik. (2003). Characteristics of multimedia textbooks that affect post‐test scores. Journal of Computer Assisted Learning. 19(4). 528–537. 7 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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