Veronica Cateté

885 total citations
74 papers, 585 citations indexed

About

Veronica Cateté is a scholar working on Computer Science Applications, Developmental and Educational Psychology and Information Systems. According to data from OpenAlex, Veronica Cateté has authored 74 papers receiving a total of 585 indexed citations (citations by other indexed papers that have themselves been cited), including 62 papers in Computer Science Applications, 34 papers in Developmental and Educational Psychology and 14 papers in Information Systems. Recurrent topics in Veronica Cateté's work include Teaching and Learning Programming (59 papers), Educational Games and Gamification (27 papers) and Online Learning and Analytics (25 papers). Veronica Cateté is often cited by papers focused on Teaching and Learning Programming (59 papers), Educational Games and Gamification (27 papers) and Online Learning and Analytics (25 papers). Veronica Cateté collaborates with scholars based in United States and Germany. Veronica Cateté's co-authors include Tiffany Barnes, Yihuan Dong, Nicholas Lytle, Thomas Price, Jennifer Albert, Richard D. Robinson, Deepti Joshi, Robin Jocius, Zhongxiu Liu and Eric Wiebe and has published in prestigious journals such as TechTrends, International Journal of Artificial Intelligence in Education and Proceedings of the AAAI Conference on Artificial Intelligence.

In The Last Decade

Veronica Cateté

67 papers receiving 564 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Veronica Cateté United States 13 489 251 119 111 76 74 585
Lechen Zhang Sweden 7 473 1.0× 261 1.0× 119 1.0× 143 1.3× 62 0.8× 14 586
Kathryn M. Rich United States 13 396 0.8× 214 0.9× 70 0.6× 100 0.9× 43 0.6× 30 475
Simon Humphreys United Kingdom 7 387 0.8× 177 0.7× 103 0.9× 129 1.2× 36 0.5× 10 490
Andrew Csizmadia United Kingdom 7 394 0.8× 160 0.6× 108 0.9× 129 1.2× 35 0.5× 20 493
Jason Zagami Australia 7 321 0.7× 187 0.7× 95 0.8× 122 1.1× 54 0.7× 27 491
Roxana Hadad United States 6 530 1.1× 270 1.1× 84 0.7× 83 0.7× 61 0.8× 15 599
Andreas Mühling Germany 13 389 0.8× 218 0.9× 114 1.0× 90 0.8× 50 0.7× 58 521
Kyu Han Koh United States 14 637 1.3× 391 1.6× 109 0.9× 79 0.7× 130 1.7× 23 715
Adrienne Decker United States 15 436 0.9× 208 0.8× 125 1.1× 126 1.1× 57 0.8× 67 628
Qiao Lin United States 5 483 1.0× 253 1.0× 75 0.6× 72 0.6× 64 0.8× 9 558

Countries citing papers authored by Veronica Cateté

Since Specialization
Citations

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

Fields of papers citing papers by Veronica Cateté

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Veronica Cateté

This figure shows the co-authorship network connecting the top 25 collaborators of Veronica Cateté. A scholar is included among the top collaborators of Veronica Cateté 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 Veronica Cateté. Veronica Cateté 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
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Min, Wookhee, et al.. (2024). Unplugged K-12 AI Learning: Exploring Representation and Reasoning with a Facial Recognition Game. Proceedings of the AAAI Conference on Artificial Intelligence. 38(21). 23285–23293. 5 indexed citations
4.
Cukier, Michel, et al.. (2024). Equitable Access to Cybersecurity Education: A Case Study of Underserved Middle School Students. 625–632. 1 indexed citations
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Cateté, Veronica, et al.. (2024). Investigating the Needs of Middle School Educators in Teaching Artificial Intelligence. 301–302. 1 indexed citations
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Cateté, Veronica, et al.. (2024). A Survey of K-12 Teacher Needs for an Online Programming Learning System. 1–7. 1 indexed citations
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Dong, Yihuan, et al.. (2023). A Case Study on When and How Novices Use Code Examples in Open-Ended Programming. 82–88. 2 indexed citations
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Brady, Corey, Brian Broll, Shuchi Grover, et al.. (2022). Block-based abstractions and expansive services to make advanced computing concepts accessible to novices. 73. 101156–101156. 6 indexed citations
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Jocius, Robin, W. Ian O’Byrne, Jennifer Albert, et al.. (2022). Building a Virtual Community of Practice: Teacher Learning for Computational Thinking Infusion. TechTrends. 66(3). 547–559. 13 indexed citations
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Min, Wookhee, et al.. (2022). Promoting AI Education for Rural Middle Grades Students with Digital Game Design. 1388–1388. 3 indexed citations
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Jocius, Robin, Deepti Joshi, Yihuan Dong, et al.. (2020). Code, Connect, Create. 971–977. 33 indexed citations
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Lytle, Nicholas, et al.. (2020). Investigating Different Assignment Designs to Promote Collaboration in Block-Based Environments. 832–838. 7 indexed citations
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Lytle, Nicholas, et al.. (2019). Position: Scaffolded Coding Activities Afforded by Block-Based Environments. 5–7. 12 indexed citations
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Price, Thomas, Yihuan Dong, Rui Zhi, et al.. (2019). A Comparison of the Quality of Data-Driven Programming Hint Generation Algorithms. International Journal of Artificial Intelligence in Education. 29(3). 368–395. 29 indexed citations
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Wiebe, Eric, Tiffany Barnes, Sharon Freeman, et al.. (2019). Developing a Systemic, Scalable Model to Broaden Participation in Middle School Computer Science. 1–2. 1 indexed citations
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Cateté, Veronica, et al.. (2016). Developing a Rubric for a Creative CS Principles Lab. 290–295. 26 indexed citations
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Hicks, Andrew A., Veronica Cateté, & Tiffany Barnes. (2014). Part of the game: Changing level creation to identify and filter low quality user-generated levels.. Foundations of Digital Games. 8 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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