This map shows the geographic impact of William Winn'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 William Winn with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites William Winn more than expected).
This network shows the impact of papers produced by William Winn. 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 William Winn. The network helps show where William Winn may publish in the future.
Co-authorship network of co-authors of William Winn
This figure shows the co-authorship network connecting the top 25 collaborators of William Winn.
A scholar is included among the top collaborators of William Winn 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 William Winn. William Winn is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Winn, William. (2003). Beyond Constructivism: A Return to Science-Based Research and Practice in Educational Technology.. Educational Technology archive. 43(6). 5–14.11 indexed citations
5.
Winn, William & Mark Windschitl. (2001). Towards an explanatory framework for learning in artificial environments.. Cybernetics & human knowing. 8. 5–23.14 indexed citations
6.
Winn, William, et al.. (1999). PEER COLLABORATION and VIRTUAL ENVIRONMENTS: A PRELIMINARY INVESTIGATION of MULTI-PARTICIPANT VIRTUAL REALITY APPLIED in SCIENCE EDUCATION. EdMedia: World Conference on Educational Media and Technology. 1999(1). 1050–1055.11 indexed citations
7.
Winn, William & Randy Jackson. (1999). Fourteen Propositions about Educational Uses of Virtual Reality.. Educational Technology archive. 39(4). 5–14.42 indexed citations
Winn, William. (1997). Advantages of a Theory-Based Curriculum in Instructional Technology.. Educational Technology archive. 37(1). 34–41.34 indexed citations
10.
Winn, William. (1995). The Virtual Reality Roving Vehicle Project.. THE journal. 23(5). 70–74.34 indexed citations
11.
Winn, William. (1995). Semiotics and the Design of Objects, Actions and Interactions in Virtual Environments. American Educational Research Association Annual Meeting. 1995(1).7 indexed citations
12.
Winn, William. (1994). Why I Don't Want to Be an Expert Sitar Player.. Educational Technology archive. 34(8). 11–14.3 indexed citations
13.
Winn, William. (1993). Instructional Design and Situated Learning: Paradox or Partnership?.. Educational Technology archive. 33(3). 16–21.61 indexed citations
14.
Winn, William, et al.. (1992). Designing virtual worlds for use in mathematics education: the example of experimental algebra. Educational Technology archive. 32(12). 12–19.39 indexed citations
Winn, William, et al.. (1978). Differences in the Affective Meaning of Color and Black-and-White Pictures.. Neurologia i Neurochirurgia Polska. 32(4). 871–6.3 indexed citations
19.
Winn, William. (1977). Cognitive Objectives: An Alternative to B.S. in Instruction.. Audiovisual Instruction.2 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.