Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Educational Approaches with AΙ in Primary School Settings: A Systematic Review of the Literature Available in Scopus
202445 citationsKonstantinos Lavidas, Iro Voulgari et al.Education Sciencesprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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Countries citing papers authored by Vassilis Komis
Since
Specialization
Citations
This map shows the geographic impact of Vassilis Komis'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 Vassilis Komis with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Vassilis Komis more than expected).
This network shows the impact of papers produced by Vassilis Komis. 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 Vassilis Komis. The network helps show where Vassilis Komis may publish in the future.
Co-authorship network of co-authors of Vassilis Komis
This figure shows the co-authorship network connecting the top 25 collaborators of Vassilis Komis.
A scholar is included among the top collaborators of Vassilis Komis 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 Vassilis Komis. Vassilis Komis is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Lavidas, Konstantinos, et al.. (2024). Educational Approaches with AΙ in Primary School Settings: A Systematic Review of the Literature Available in Scopus. Education Sciences. 14(7). 744–744.45 indexed citations breakdown →
Komis, Vassilis, et al.. (2015). Synchronization in Scratch: A Case Study with Education Science Students. Journal of Computers in Mathematics and Science Teaching. 34(2). 223–241.3 indexed citations
11.
Avouris, Nikolaos, Vassilis Komis, & John Garofalakis. (2015). OPENING UP UNIVERSITY COURSEWARE: LESSONS LEARNED. EDULEARN15 Proceedings. 7585–7589.2 indexed citations
12.
Τσέλιος, Νικόλαος, et al.. (2006). Enhancing User Support in Open Problem Solving Environments through Bayesian Network Inference Techniques. Educational Technology & Society. 9(4). 150–165.5 indexed citations
13.
Komis, Vassilis, et al.. (2006). Science Education Ideas, Practices and Needs of Pre-Primary School Teachers in Greece.. Science education international. 17(3). 171–186.1 indexed citations
14.
Avouris, Nikolaos, et al.. (2004). The effect of group size in synchronous collaborative problem solving activities. EdMedia: World Conference on Educational Media and Technology. 2004(1). 4303–4308.4 indexed citations
15.
Avouris, Nikolaos, et al.. (2004). Modelling interaction during small-group synchronous problem-solving activities: The Synergo approach.21 indexed citations
16.
Avouris, Nikolaos, et al.. (2004). An environment for studying collaborative learning activities. Educational Technology & Society. 7. 34–41.22 indexed citations
17.
Avouris, Nikolaos, et al.. (2004). ModellingSpace: A tool for synchronous collaborative problem solving. EdMedia: World Conference on Educational Media and Technology. 2004(1). 381–386.10 indexed citations
Komis, Vassilis & Panayotis G. Michaelides. (1996). Logiques d'usage et enseignement des nouvelles technologies à l'école élémentaire en Grèce. HAL (Le Centre pour la Communication Scientifique Directe). 157–170.
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.