Steven M. Crooks
About
In The Last Decade
Steven M. Crooks
49 papers receiving 1.1k citations
Hit Papers
Peers
Comparison fields: 5 of 107
- Education 497
- Information Systems 446
- Information Systems and Management 320
- Sociology and Political Science 309
- Developmental and Educational Psychology 232
Countries citing papers authored by Steven M. Crooks
This map shows the geographic impact of Steven M. Crooks'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 Steven M. Crooks with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Steven M. Crooks more than expected).
Fields of papers citing papers by Steven M. Crooks
This network shows the impact of papers produced by Steven M. Crooks. 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 Steven M. Crooks. The network helps show where Steven M. Crooks may publish in the future.
Co-authorship network of co-authors of Steven M. Crooks
This figure shows the co-authorship network connecting the top 25 collaborators of Steven M. Crooks. A scholar is included among the top collaborators of Steven M. Crooks 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 Steven M. Crooks. Steven M. Crooks is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 3 | |
| 2 | Does Combining the Embodiment and Personalization Principles of Multimedia Learning Affect Learning the Culture of a Foreign Language | 3 |
| 3 | An Investigation of the Effects of Different Types of Activities during Pauses in a Segmented Instructional Animation. | 8 |
| 4 | Note Taking on eText with Digital Note Taking Tools | 1 |
| 5 | 7 | |
| 6 | Graduate Student’s Preference toward Strong Instructor Support over Peer to Peer Collaboration in Online Courses | 1 |
| 7 | Exploring the Instructional Conditions for a Reverse Modality Effect in Multimedia Instruction | 3 |
| 8 | Computer-Based Chinese Character Learning: An Experimental Study | 1 |
| 9 | Computer-Based Instruction and Cognitive Load | 3 |
| 10 | Temporal, but not Spatial, Contiguity Effects While Studying an Interactive Geographic Map | 4 |
| 11 | Effects of Concreteness and Contiguity on Learning from Computer-based Reference Maps | 1 |
| 12 | Multimedia in a Science Learning Environment | 10 |
| 13 | Using Question Prompts as Metacognitive Scaffolds in Science Reading Comprehension | 1 |
| 14 | Does Gender Influence Critical Thinking Attitudes | 3 |
| 15 | The Effects of Instructor Presence on Critical Thinking in Asynchronous Online Discussion | 5 |
| 16 | Using a Metacognitive Scaffold to Support Critical Thinking about Web Content | 1 |
| 17 | Examining the Effects of Notetaking Format on Achievement When Students Construct and Study Computerized Notes | 5 |
| 18 | 7 | |
| 19 | 2 | |
| 20 | 13 |
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.