Robert G. M. Hausmann
About
In The Last Decade
Robert G. M. Hausmann
16 papers receiving 876 citations
Hit Papers
Peers
Comparison fields: 5 of 79
- Developmental and Educational Psychology 694
- Artificial Intelligence 494
- Education 330
- Experimental and Cognitive Psychology 182
- Computer Science Applications 174
Countries citing papers authored by Robert G. M. Hausmann
This map shows the geographic impact of Robert G. M. Hausmann'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 Robert G. M. Hausmann with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Robert G. M. Hausmann more than expected).
Fields of papers citing papers by Robert G. M. Hausmann
This network shows the impact of papers produced by Robert G. M. Hausmann. 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 Robert G. M. Hausmann. The network helps show where Robert G. M. Hausmann may publish in the future.
Co-authorship network of co-authors of Robert G. M. Hausmann
This figure shows the co-authorship network connecting the top 25 collaborators of Robert G. M. Hausmann. A scholar is included among the top collaborators of Robert G. M. Hausmann 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 Robert G. M. Hausmann. Robert G. M. Hausmann is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | LiveHint: Intelligent digital support for analog learning experiences | 1 |
| 2 | Science Operations with the InSight WebGIS | 1 |
| 3 | 2 | |
| 4 | 4 | |
| 5 | Testing the Split Attention Effect on Learning in a Natural Educational Setting Using an Intelligent Tutoring System for Geometry | 1 |
| 6 | 19 | |
| 7 | 57 | |
| 8 | The Design of Self-explanation Prompts: The Fit Hypothesis | 11 |
| 9 | Trialog: How Peer Collaboration Helps Remediate Errors in an ITS | 5 |
| 10 | 191 | |
| 11 | Self-explaining in the Classroom: Learning Curve Evidence | 9 |
| 12 | 45 | |
| 13 | Exploring Alternative Methods for Error Attribution in Learning Curves Analysis in Intelligent Tutoring Systems | 6 |
| 14 | ELABORATIVE AND CRITICAL DIALOG: TWO POTENTIALLY EFFECTIVE PROBLEM-SOLVING AND LEARNING INTERACTIONS | 5 |
| 15 | Learning from collaborative problem solving: An analysis of three hypothesized Mechanisms | 45 |
| 16 | Learning from human tutoring breakdown → | 581 |
| 17 | The Friendly Sound of Critical Thinking | 1 |
| 18 | Argument as an Act of Friendship | 0 |
| 19 | 2 |
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.