Richard E. Ferdig

4.5k total citations
131 papers, 2.6k citations indexed

About

Richard E. Ferdig is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Richard E. Ferdig has authored 131 papers receiving a total of 2.6k indexed citations (citations by other indexed papers that have themselves been cited), including 59 papers in Education, 35 papers in Developmental and Educational Psychology and 17 papers in Sociology and Political Science. Recurrent topics in Richard E. Ferdig's work include Online and Blended Learning (30 papers), Innovative Teaching and Learning Methods (21 papers) and Educational Games and Gamification (18 papers). Richard E. Ferdig is often cited by papers focused on Online and Blended Learning (30 papers), Innovative Teaching and Learning Methods (21 papers) and Educational Games and Gamification (18 papers). Richard E. Ferdig collaborates with scholars based in United States, Cyprus and Greece. Richard E. Ferdig's co-authors include Kaye D. Sweetser, Erik W. Black, Kara Dawson, Karl W. Kosko, Meredith DiPietro, Lindsay A. Thompson, Regina Kaplan‐Rakowski, Enrico Gandolfi, Emily Baumgartner and Richard Hartshorne and has published in prestigious journals such as SHILAP Revista de lepidopterología, PLoS ONE and Computers & Education.

In The Last Decade

Richard E. Ferdig

116 papers receiving 2.2k citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Richard E. Ferdig United States	27	1.2k	611	516	401	281	131	2.6k
Kara Dawson United States	25	1.3k 1.1×	410 0.7×	525 1.0×	347 0.9×	360 1.3×	112	2.4k
John Hedberg Australia	25	1.2k 1.0×	636 1.0×	325 0.6×	242 0.6×	104 0.4×	171	2.1k
Shu Ching Yang Taiwan	27	917 0.7×	322 0.5×	290 0.6×	795 2.0×	195 0.7×	93	2.6k
Judy Robertson United Kingdom	26	488 0.4×	770 1.3×	261 0.5×	365 0.9×	84 0.3×	80	2.3k
Ann Jones United Kingdom	25	1.4k 1.2×	1.3k 2.1×	848 1.6×	593 1.5×	82 0.3×	104	3.2k
Christopher J. L. Cunningham United States	18	337 0.3×	939 1.5×	271 0.5×	745 1.9×	98 0.3×	56	2.5k
Alexis R. Lauricella United States	22	2.1k 1.7×	315 0.5×	706 1.4×	1.2k 3.1×	47 0.2×	53	2.7k
Victoria A. Goodyear United Kingdom	25	575 0.5×	472 0.8×	186 0.4×	1.0k 2.6×	111 0.4×	45	2.2k
Stephanie M. Reich United States	24	1.3k 1.0×	244 0.4×	281 0.5×	1.7k 4.3×	97 0.3×	84	3.1k
Mable B. Kinzie United States	28	1.3k 1.0×	716 1.2×	199 0.4×	396 1.0×	27 0.1×	60	2.4k

Countries citing papers authored by Richard E. Ferdig

Since Specialization

Citations

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

Fields of papers citing papers by Richard E. Ferdig

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Richard E. Ferdig. 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 Richard E. Ferdig. The network helps show where Richard E. Ferdig may publish in the future.

Co-authorship network of co-authors of Richard E. Ferdig

This figure shows the co-authorship network connecting the top 25 collaborators of Richard E. Ferdig. A scholar is included among the top collaborators of Richard E. Ferdig 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 Richard E. Ferdig. Richard E. Ferdig 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

Gandolfi, Enrico & Richard E. Ferdig. (2025). Exploring the relationship between motivation and augmented reality presence using the augmented reality presence scale (ARPS). Educational Technology Research and Development. 73(2). 793–814.

Kosko, Karl W., et al.. (2024). Exploring teachers’ eye-tracking data and professional noticing when viewing a 360 video of elementary mathematics. Journal of Mathematics Teacher Education. 4 indexed citations

Feng, Yunhe, et al.. (2024). MNIST-Fraction: Enhancing Math Education with AI-Driven Fraction Detection and Analysis. 284–290. 1 indexed citations

Kaplan‐Rakowski, Regina, et al.. (2023). The impact of sound and immersive experience on learners when using virtual reality and tablet: A mixed‐method study. British Journal of Educational Technology. 55(4). 1560–1582. 14 indexed citations

Black, Erik W., et al.. (2022). Hospital homebound students and K-12 online schooling. PLoS ONE. 17(3). e0264841–e0264841. 3 indexed citations

Gandolfi, Enrico, Richard E. Ferdig, & Annette Kratcoski. (2021). A new educational normal an intersectionality-led exploration of education, learning technologies, and diversity during COVID-19. Technology in Society. 66. 101637–101637. 52 indexed citations

Pytash, Kristine E., et al.. (2015). Investigating the Potential of MOOCs in K-12 Teaching and Learning Environments. 1(1). 85–106. 11 indexed citations

Pytash, Kristine E., Richard E. Ferdig, & Timothy V. Rasinski. (2013). Assessing the impact of technology on preparing teachers to write using technology. 73(Pt 7). 227–238.

Ferdig, Richard E., Terence Cavanaugh, Meredith DiPietro, Erik W. Black, & Kara Dawson. (2009). Virtual Schooling Standards and Best Practices for Teacher Education. The Journal of Technology and Teacher Education. 17(4). 479–503. 76 indexed citations

10.

Beck, Dennis & Richard E. Ferdig. (2008). Evolving Roles of Online and Face-to-Face Instructors in a Lecture/Lab Hybrid Course.. The turkish online journal of educational technology. 7(1). 5–17. 12 indexed citations

11.

Dawson, Kara, et al.. (2006). Forgotten Alumni: Online Learners as Donors. Academic exchange quarterly. 10(1). 43–47. 4 indexed citations

12.

Dawson, Kara & Richard E. Ferdig. (2006). Commentary: Expanding Notions of Acceptable Research Evidence in Educational Technology--A Response to Schrum et al.. Contemporary issues in technology and teacher education. 6(1). 133–142. 12 indexed citations

13.

Ferdig, Richard E. & Kaye D. Sweetser. (2004). Content Delivery in the "Blogosphere". THE journal. 31(7). 12. 171 indexed citations

14.

Ferdig, Richard E. & Punya Mishra. (2004). Emotional Responses to Computers: Experiences in Unfairness, Anger, and Spite. Journal of educational multimedia and hypermedia. 13(2). 143–161. 39 indexed citations

15.

Ferdig, Richard E., Punya Mishra, & Yong Zhao. (2004). Component Architectures and Web-Based Learning Environments.. The Journal of Interactive Learning Research. 15(1). 75–90. 11 indexed citations

16.

Ferdig, Richard E., et al.. (2003). Cohorts, e-learning, and technology integration: Technology diffusion in three pre-service literacy classrooms. Society for Information Technology & Teacher Education International Conference. 2003(1). 953–956. 1 indexed citations

17.

Ferdig, Richard E., et al.. (2003). Thoughtful Creation of Online Course Content: Implications of SCORM for Educators. Academic exchange quarterly. 7(1). 158–163. 2 indexed citations

18.

Zhao, Yong, Joe L. Byers, Punya Mishra, et al.. (2001). What Do They Know?. Journal of Computing in Teacher Education. 17(2). 24–36. 15 indexed citations

19.

Ferdig, Richard E.. (1997). Teaching Technology Through Story: Learning to Make Sense of the Story Developer. The Journal of Technology and Teacher Education. 12(4). 475–490. 3 indexed citations

20.

Ferdig, Richard E., Yong Zhao, & Punya Mishra. (1997). Duct tape and magic: Component architectures and web based learning environments. The Journal of Interactive Learning Research. 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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