Rolf Ploetzner

2.1k total citations
35 papers, 1.4k citations indexed

About

Rolf Ploetzner is a scholar working on Experimental and Cognitive Psychology, Developmental and Educational Psychology and Education. According to data from OpenAlex, Rolf Ploetzner has authored 35 papers receiving a total of 1.4k indexed citations (citations by other indexed papers that have themselves been cited), including 25 papers in Experimental and Cognitive Psychology, 23 papers in Developmental and Educational Psychology and 20 papers in Education. Recurrent topics in Rolf Ploetzner's work include Visual and Cognitive Learning Processes (25 papers), Innovative Teaching and Learning Methods (18 papers) and Science Education and Pedagogy (10 papers). Rolf Ploetzner is often cited by papers focused on Visual and Cognitive Learning Processes (25 papers), Innovative Teaching and Learning Methods (18 papers) and Science Education and Pedagogy (10 papers). Rolf Ploetzner collaborates with scholars based in Germany, Ghana and Australia. Rolf Ploetzner's co-authors include Sascha Schanze, Detlef Urhahne, Thorsten Bell, Richard Lowe, Daniel Bodemer, Hans Spada, Pierre Dillenbourg, David Traum, Sandra Berney and Mireille Bétrancourt and has published in prestigious journals such as Computers in Human Behavior, Computers & Education and Frontiers in Psychology.

In The Last Decade

Rolf Ploetzner

33 papers receiving 1.2k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Rolf Ploetzner Germany 17 760 717 578 145 122 35 1.4k
Mike Stieff United States 22 592 0.8× 956 1.3× 578 1.0× 139 1.0× 71 0.6× 44 1.7k
Hiller A. Spires United States 16 798 1.1× 666 0.9× 276 0.5× 255 1.8× 195 1.6× 64 1.5k
Francis M. Dwyer United States 21 589 0.8× 687 1.0× 640 1.1× 82 0.6× 75 0.6× 132 1.5k
Daniel Bodemer Germany 20 1.0k 1.3× 681 0.9× 304 0.5× 151 1.0× 287 2.4× 76 1.6k
Fang‐Ying Yang Taiwan 21 648 0.9× 686 1.0× 449 0.8× 113 0.8× 138 1.1× 33 1.6k
Gary R. Morrison United States 22 657 0.9× 1.1k 1.5× 256 0.4× 120 0.8× 257 2.1× 80 1.7k
Hsiao‐Ching She Taiwan 27 920 1.2× 1.2k 1.6× 246 0.4× 67 0.5× 151 1.2× 71 1.9k
André Tricot France 16 474 0.6× 347 0.5× 294 0.5× 148 1.0× 159 1.3× 108 1.1k
Chung-Yuan Hsu Taiwan 16 475 0.6× 360 0.5× 264 0.5× 87 0.6× 257 2.1× 24 1.1k
Bernhard Ertl Germany 15 419 0.6× 464 0.6× 188 0.3× 76 0.5× 130 1.1× 56 1.0k

Countries citing papers authored by Rolf Ploetzner

Since Specialization
Citations

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

Fields of papers citing papers by Rolf Ploetzner

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Rolf Ploetzner

This figure shows the co-authorship network connecting the top 25 collaborators of Rolf Ploetzner. A scholar is included among the top collaborators of Rolf Ploetzner 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 Rolf Ploetzner. Rolf Ploetzner 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.
Beege, Maik & Rolf Ploetzner. (2024). Learning from interactive video: the influence of self-explanations, navigation, and cognitive load. Instructional Science. 53(1). 99–119.
2.
Ploetzner, Rolf. (2024). Learning changes in educational animation: visuospatial working memory is more predictive than subjective task load. Frontiers in Psychology. 15. 1389604–1389604. 1 indexed citations
3.
Ploetzner, Rolf, Sandra Berney, & Mireille Bétrancourt. (2021). When learning from animations is more successful than learning from static pictures: learning the specifics of change. Instructional Science. 49(4). 497–514. 19 indexed citations
4.
Ploetzner, Rolf, Sandra Berney, & Mireille Bétrancourt. (2020). A review of learning demands in instructional animations: The educational effectiveness of animations unfolds if the features of change need to be learned. Journal of Computer Assisted Learning. 36(6). 838–860. 42 indexed citations
5.
Ploetzner, Rolf, et al.. (2015). Learning by Collaborative Analysis of Digital Video in Distributed Groups.
6.
Ploetzner, Rolf, et al.. (2015). The role of student-generated externalizations in strategic multimedia learning and how current (web-)technology fails to support learner engagement. Interactive Learning Environments. 24(7). 1610–1628. 1 indexed citations
7.
Ploetzner, Rolf & Richard Lowe. (2014). Simultaneously presented animations facilitate the learning of higher-order relationships. Computers in Human Behavior. 34. 12–22. 12 indexed citations
8.
Ploetzner, Rolf, et al.. (2012). Interaction Design for Self-regulated Learning with Multimedia: Conceptualization and Empirical Tests. EdMedia: World Conference on Educational Media and Technology. 2012(1). 1390–1395. 2 indexed citations
9.
Ploetzner, Rolf & Richard Lowe. (2012). A systematic characterisation of expository animations. Computers in Human Behavior. 28(3). 781–794. 69 indexed citations
10.
Ploetzner, Rolf, et al.. (2010). The influence of presentation format and subject complexity on learning from illustrated texts in biology. International Conference of Learning Sciences. 17–24. 3 indexed citations
11.
Bell, Thorsten, Detlef Urhahne, Sascha Schanze, & Rolf Ploetzner. (2009). Collaborative Inquiry Learning: Models, tools, and challenges. International Journal of Science Education. 32(3). 349–377. 344 indexed citations
12.
Ploetzner, Rolf, et al.. (2009). What contributes to the split-attention effect? The role of text segmentation, picture labelling, and spatial proximity. Learning and Instruction. 20(3). 216–224. 101 indexed citations
13.
Ploetzner, Rolf, et al.. (2009). Developing and evaluating a strategy for learning from animations. Learning and Instruction. 20(5). 424–433. 56 indexed citations
14.
Ploetzner, Rolf, et al.. (2008). Students’ difficulties in learning from dynamic visualisations and how they may be overcome. Computers in Human Behavior. 25(1). 56–65. 30 indexed citations
15.
Ploetzner, Rolf, et al.. (2006). Students' difficulties in learning physics from dynamic and interactive visualizations. International Conference of Learning Sciences. 550–556. 2 indexed citations
16.
Ploetzner, Rolf, et al.. (2005). V-share - video-based analysis and reflection of teaching experiences in (virtual) groups. 232–236. 13 indexed citations
17.
Bodemer, Daniel, et al.. (2004). The active integration of information during learning with dynamic and interactive visualisations. Learning and Instruction. 14(3). 325–341. 172 indexed citations
18.
Ploetzner, Rolf & Richard Lowe. (2004). Dynamic visualisations and learning. Learning and Instruction. 14(3). 235–240. 48 indexed citations
19.
Ploetzner, Rolf, et al.. (2001). Facilitating the Mental Integration of Multiple Sources of Information in Multimedia Learning Environments. EdMedia: World Conference on Educational Media and Technology. 2001(1). 1501–1506. 10 indexed citations
20.
Ploetzner, Rolf, Hans Spada, M. Stumpf, & Klaus Opwis. (1990). Learning qualitative and quantitative reasoning in a microworld for elastic impacts. European Journal of Psychology of Education. 5(4). 501–516. 13 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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