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.
An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor
Countries citing papers authored by Vincent Aleven
Since
Specialization
Citations
This map shows the geographic impact of Vincent Aleven'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 Vincent Aleven with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Vincent Aleven more than expected).
This network shows the impact of papers produced by Vincent Aleven. 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 Vincent Aleven. The network helps show where Vincent Aleven may publish in the future.
Co-authorship network of co-authors of Vincent Aleven
This figure shows the co-authorship network connecting the top 25 collaborators of Vincent Aleven.
A scholar is included among the top collaborators of Vincent Aleven 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 Vincent Aleven. Vincent Aleven is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Wang, Jingyu, et al.. (2019). Early Detection of Wheel Spinning: Comparison across Tutors, Models, Features, and Operationalizations.. Grantee Submission.1 indexed citations
3.
Olsen, Jennifer K., Nikol Rummel, & Vincent Aleven. (2016). Investigating Effects of Embedding Collaboration in an Intelligent Tutoring System for Elementary School Students.. Grantee Submission.5 indexed citations
4.
Chase, Catherine C., et al.. (2015). The design of an exploratory learning environment to support Invention.2 indexed citations
5.
Olsen, Jennifer K., Daniel M. Belenky, Vincent Aleven, & Nikol Rummel. (2014). Collaboration on Procedural Problems May Support Conceptual Knowledge More than You May Think.. Grantee Submission.1 indexed citations
6.
Belenky, Daniel M., Michael Ringenberg, Jennifer K. Olsen, Vincent Aleven, & Nikol Rummel. (2014). Using Dual Eye-Tracking to Evaluate Students' Collaboration with an Intelligent Tutoring System for Elementary-Level Fractions. Cognitive Science. 2014(36).13 indexed citations
7.
Renkl, Alexander, et al.. (2013). Training Principle-Based Self-Explanations: Transfer to New Learning Contents. Cognitive Science. 35(35).3 indexed citations
8.
Baker, Ryan S., Sujith M. Gowda, Michael Wixon, et al.. (2012). Sensor-free automated detection of affect in a Cognitive Tutor for Algebra.. Educational Data Mining. 126–133.23 indexed citations
9.
Schwonke, Rolf, et al.. (2011). Measuring Learning Progress via Self-Explanations versus Problem Solving - A Suggestion for Optimizing Adaptation in Intelligent Tutoring Systems. Cognitive Science. 33(33).2 indexed citations
10.
Aleven, Vincent, et al.. (2010). Automatic Rating of User-Generated Math Solutions. Educational Data Mining. 267–268.3 indexed citations
11.
Schwonke, Rolf, et al.. (2010). Pictorial illustrations in intelligent tutoring systems: do they distract or elicit interest and engagement?. International Conference of Learning Sciences. 1–8.3 indexed citations
12.
Pinkwart, Niels, et al.. (2009). Adaptive Rückmeldungen im intelligenten Tutorensystem LARGO. SHILAP Revista de lepidopterología.1 indexed citations
13.
Lynch, Collin, Kevin D. Ashley, Niels Pinkwart, & Vincent Aleven. (2009). Computational Argument as a Diagnostic Tool: The role of reliability.. National Conference on Artificial Intelligence.2 indexed citations
14.
Aleven, Vincent, et al.. (2008). Open community authoring of worked example problems. International Conference of Learning Sciences. 3–4.2 indexed citations
15.
Lynch, Collin, Kevin D. Ashley, Niels Pinkwart, & Vincent Aleven. (2008). Argument graph classification with Genetic Programming and C4.5. Educational Data Mining. 137–146.8 indexed citations
16.
Popescu, Octav, Vincent Aleven, & Kenneth R. Koedinger. (2008). Logic-Based Natural Language Understanding for Cognitive Tutors.1 indexed citations
Aleven, Vincent & Kenneth R. Koedinger. (2000). Limitations of Student Control: Do Students Know When They Need Help?.57 indexed citations
19.
Aleven, Vincent, et al.. (1999). Tutoring Answer Explanation Fosters Learning with Understanding.45 indexed citations
20.
Ashley, Kevin D. & Vincent Aleven. (1997). Reasoning symbolically about partially matched cases. International Joint Conference on Artificial Intelligence. 335–341.21 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.