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Overall, the analysis indicates that the field of educational technology is a rapidly evolving field. Both educational paradigms and technological advancements are affected. However, the changes in technology are at much faster pace compared to the shifts in educational paradigms. It would be very interesting to see how the landscape develops in next few years, when the true effects of globalization and ever improving connectivity based technologies, such as ubiquitous and augmented reality technologies mature. Conclusions The distribution of research topics in highly cited empirical studies identified in this study provides insights for educators and researchers in the educational technology field to develop their future research interests. Moreover, the results might lead researchers in educational technology to focus their manuscript submissions on the hot research topics found in this study. To monitor the research trends in the field of educational technology, the authors used word clouds to analyze author keywords listed in the highly cited empirical studies and made a cross-validation with the research topics found in this study. The authors could conclude that the future research direction of educational technology is mobile learning, ubiquitous learning, and game-based learning. The findings provide directions to better understand the future potential research topics. Two questions were worthy of re-thinking after the authors finished this study. Why did the highly cited articles published in the ET&S with single author receive high citation rates? Future studies might ask the author(s) about their comments. Another question is that international collaboration illustrates a contribution factor for the highly cited articles. How did these authors from different countries find their common research topics? The current study has set the footing and foundation of guiding future studies on these issues. Acknowledgements This study is supported by National Science Council, Taiwan, under the contract number of NSC 101-2917-I-110- 001, NSC 100-2511-S-110-001-MY3, NSC 100-2631-S-011-003 and NSC 99-2511-S-110-004-MY3. The authors would like to thank Mr. Wei-Chieh Fang to jointly code the sections of research types and research topics in this study. The authors also acknowledge the support of NSERC, iCORE, Xerox, and the research-related gift funding by Mr. A. Markin. References *References marked with an asterisk indicate studies included in the highly cited list in this study. Aksnes, D. W. (2003). Characteristics of highly cited papers. Research Evaluation, 12(3), 159-70. Allen, M., Jacobs, S. K., & Levy, J. R. (2006). Mapping the literature of nursing: 1996-2000. Journal of the Medical Library Association, 94(2), 206-220. *Anohina, A. (2005). Analysis of the terminology used in the field of virtual learning. Educational Technology & Society, 8(3), 91-102. *Aroyo, L., & Dicheva, D. (2004). The new challenges for e-learning: The educational semantic web. Educational Technology & Society, 7(4), 59-69. *Aroyo, L., Dolog, P., Houben, G.-J., Kravcik, M., Naeve, A., Nilsson, M., & Wild, F. (2006). Interoperability in personalized adaptive learning. Educational Technology & Society, 9(2), 4-18. *Avgeriou, P., Papasalouros, A., Retalis, S., & Skordalakis, M. (2003). Towards a pattern language for learning management systems. Educational Technology & Society, 6(2), 11-24. Aylward, B. S., Roberts, M. C., Colombo, J., & Steele, R. G. (2008). Identifying the classics: An examination of articles published in the Journal of Pediatric Psychology from 1976-2006. Journal of Pediatric Psychology, 33(6), 576-589. Blessinger, K., & Hrycaj, P. (2010). Highly cited articles in library and information science: An analysis of content and authorship 15
trends. Library and Information Science Research, 32, 156-162. Braun, T., Schubert, A. P., Kostoff, R. No. (2000). Growth and trends of fullerene research as reflected in its journal literature. Chemical Reviews, 100(1), 23-38. *Boyce, S., & Pahl, C. (2007). Developing domain ontologies for course content. Educational Technology & Society, 10(3), 275- 288. *Chen, C.-M., & Hsu, S.-H. (2008). Personalized intelligent mobile learning system for supporting effective English learning. Educational Technology & Society,11(3), 153-180. *Chen, N.-S., Kinshuk, Wei, C.-W., & Yang, S. J. H. (2008). Designing a self-contained group area network for ubiquitous learning. Educational Technology & Society, 11(2), 16-26. Chiu, W.-T., & Ho, Y.-S. (2007). Bibliometric analysis of tsunami research. Scientometrics, 73(1), 3-17. *Delialioglu, O., & Yildirim, Z. (2007). Students’ perceptions on effective dimensions of interactive learning in a blended learning environment. Educational Technology & Society, 10(2), 133-146. *Demetriadis, S., & Pombortsis, A. (2007). E-lectures for flexible learning: A study on their learning efficiency. Educational Technology & Society, 10(2), 147-157. Doyle, M. W., & Julian, J. P. (2005). The most-cited works in Geomorphology. Geomorphology, 72, 238-249. *Dron, J. (2007). Designing the undesignable: Social software and control. Educational Technology & Society, 10(3), 60-71. *El-Bishouty, M.M., Ogata, H., & Yano, Y. (2007). PERKAM: Personalized knowledge awareness map for computer supported ubiquitous learning. Educational Technology & Society, 10(3), 122-134. Flores, L. Y., Rooney, S. C., Heppner, P. P., Browne, L. D., & Wei, M. F. (1999). Trend analyses of major contributions in the Counseling Psychologist cited from 1986 to 1996: Impact and implications. The Counseling Psychologist, 27, 73-95. Garfield, E. (1955). Citation indexes for science: A new dimension in documentation through association of ideas. Science, 22, 108-111. Garfield, E. (1983). Citation indexing: Its theory and application in science, technology and humanities. Philadelphia, PA: Wiley. Retrieved from http://www.garfield.library.upenn.edu/ci/title.pdf Gil-Montoya, J. A., Navarrete-Cortes J., Pulgar, R., Santa, S., & Moya-Anegon, F. (2006). World dental research production: An ISI database approach (1999-2003). European Journal of Oral Sciences, 114, 102-108. *Hernandez-Leo, D., Villasclaras-Fernandez, E. D., Asensio-Perez, J. I., Dimitriadis, Y., Jorrin-Abellan, I. M., Ruiz-Requies, I., & Rubia-Avi, B. (2006). COLLAGE: A collaborative learning design editor based on patterns. Educational Technology & Society, 9(1), 58-71. *Hastie, M., Chen, N.-S., & Kuo, Y.-H. (2007). Instructional design for best practice in the synchronous cyber classroom. Educational Technology & Society, 10(4), 281-294. *Henze, N., Dolog, P., & Nejdl, W. (2004). Reasoning and ontologies for personalized e-learning in the semantic web. Educational Technology & Society, 7(4), 82-97. *Holzinger, A., Kickmeier-Rust, M., & Albert, D. (2008). Dynamic media in computer science education, content complexity and learning performance: Is less more? Educational Technology & Society, 11(1), 279-290. *Hou, H.-T., Chang, K.-E., & Sung, Y.-T. (2008). Analysis of problem-solving-based online asynchronous discussion pattern. Educational Technology & Society, 11(1), 17-28. *Huang, Y.-M., Jeng, Y.-L., & Huang, T.-C. (2009). An educational mobile blogging system for supporting collaborative learning. Educational Technology & Society, 12(2), 163-175. Hwang, G.-J., & Tsai, C.-C. (2011). Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Tchnology, 42(4), E65-E70. *Hwang, G.-J., Tsai, C.-C., & Yang, S. J. H. (2008). Criteria, strategies and research issues of context-aware ubiquitous learning. Educational Technology & Society, 11(2), 81-91. *Jovanovic, J., Gasevic, D., Knight, C. , & Richards, G. (2007). Ontologies for effective use of context in e-learning settings. Educational Technology & Society, 10(3), 47-59. *Karagiorgi, Y., & Symeou,L. (2005). Translating constructivism into instructional design: Potential and limitations. Educational Technology & Society, 8(1), 17-27. 16
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Page 3 and 4: Supporting Organizations Centre for
Page 5 and 6: Timely Diagnostic Feedback for Data
Page 7 and 8: Lim et al. addressed two gaps, a us
Page 9 and 10: The new found benefits of technolog
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Page 13 and 14: Since some articles could not meet
Page 15 and 16: Table 2. Distribution of research t
Page 17 and 18: Research method Table 8 shows diffe
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Page 23 and 24: Taylor, E. W. (2001). Adult Educati
Page 25 and 26: Zealand 10 paper 15 19 Using mutual
Page 27 and 28: impact on a variety of sectors arou
Page 29 and 30: Grand challenges These grand challe
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Page 33 and 34: learning repositories to use in con
Page 35 and 36: Acknowledgements This paper is base
Page 37 and 38: eliminating duplicates, a total of
Page 39 and 40: Findings of this review In the foll
Page 41 and 42: Table 2. Summary of empirical resea
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Page 49 and 50: The content knowledge Table 3 depic
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Page 53 and 54: Angeli, C., & Valanides, N. (2005).
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Page 57 and 58: Rushby, N. (2013). The Future of Le
Page 59 and 60: The top ten in the 2011 survey were
Page 61 and 62: My first vision of the future is on
Page 63 and 64: References Dienstag, J. (2006). Pes
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espect, the literature about school
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Tondeur, J., Van Keer, H., van Braa
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Disruptive technology When mainfram
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with the physical environment, such
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mockups, and then embedded in compu
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the global marketplace. Students in
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games, and virtual worlds are domin
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Malone, T. W. & Lepper, M. R. (1987
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education reform. In the following
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error elimination and/or refutation
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In essence, as depicted in figure 1
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of our students, who are the future
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Simon, H. (1996). The Sciences of t
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2010). Similar patterns can be obse
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To complement the literature search
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Figure 1. Domains of sustainable e-
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Discussion and conclusions This sco
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Baty, P. (2010, July 1). Global rep
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Loewenberger, P., & Bull, J. (2003)
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applied query expansion techniques
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di, 1 ≤ i ≤ n , 0 < d i ≤ 1,
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Procedure Figure 2 schematically de
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Phase 3. Wiki-based revision Throug
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Table 4. Comparison of the performa
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materials manually by working alone
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# Question 1 2 3 4 5 Table 7. Users
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Kuo, Y. H., & Huang, Y. M. (2009).
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Nevertheless, one of the major prob
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Rlj indicates the answer of the l t
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Relative weight Very low 5 ww , ∈
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Experiment and evaluation Figure 7.
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and CG (59.06 and 13.52). The resul
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Expert 1 Expert 2 Expert 3 Correctn
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The EFWA algorithm Appendix Defini
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y the fourth student correctly is:
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drA = − + − + − = 2 2 2 ( , M
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students have achieved what they wa
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environments. This gap can be bridg
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can understand, as well as a vehicl
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5. “Then move on to Loop 2.” Ea
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fact that the students could not ge
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conceptualization, and testing in n
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Soloway, E., Norris, C., Blumenfeld
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all image search queries result in
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instance, not knowing how to naviga
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displays in real time. The authors
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Significance was not found for main
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manifestation of visual literacy; a
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Mayer, R. E. (2001). Multimedia lea
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McMillen (1996) considered virtual
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Learning of area concepts in elemen
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shrink. changed. Hints and Show but
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Based on teacher observations and c
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Appendix 1. Sample items of BACT *I
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Wong, L.-H., Hsu, C.-K., Sun, J., &
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Johnson and Johnson (1994) identifi
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Design of game-based learning activ
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Findings The students exhibited hig
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We take two instances of character
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In designing Chinese-PP, we instead
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Boticki, I., Looi, C.-K., & Wong, L
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Hwang, G.-J., Sung, H.-Y., Hung, C.
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2000). For example, Filippidis and
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amount of information about the lea
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The factors that affected the stude
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Burguillo, J. C. (2010). Using game
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Wong, L.-H. (2013). Analysis of Stu
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Recognizing both the importance and
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Student responses were coded based
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English with the translations of th
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With her mother’s support, Jane w
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LGC that could occur in any physica
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The significance of the reported st
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Chen, Y.-L., Pan, P.-R., Sung, Y.-T
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them develop new concepts to facili
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Figure 1. Visualization of how mino
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experimental group all the other le
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Procedures All subjects in both gro
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misconceptions corrected by a learn
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exploration environment constructed
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Küçüközer, H., & Kocakülah, S.
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Lin, J.-W., Lai, Y.-C., & Chuang, Y
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The related works Feedback should b
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E 2 1 R 23 N E 5 R 15 E 1 R 13 E 3
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Once the frequent itemsets have bee
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The first phase generates a diagnos
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To assure pretest validity and reli
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Questionnaire and interviews To und
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Maughan, S., Peet, D., & Willmott,
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According to Angeli and Valanides (
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description, objectives, and entry
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TCK: For the fourth activity, the g
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A questionnaire focusing on Instruc
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eing aware of the importance of sel
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References Airasian, P. W., & Walsh
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Instructional Technology Instructio
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and He (2006) revealed that technol
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Model and hypothesis development Sa
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Table 1. Student profile Gender: Ma
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H3 Student satisfaction has positiv
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Conclusions Addressing four PRS iss
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Tao, Y.-H., & Yeh, R. C. (2009, Jul
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My overall experience of PRS is abs
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skills can move to the next learnin
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were divided into an experimental g
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illustrates the Monopoly gameplay m
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Comparison of monopoly and instruct
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Guskey, T. R., & Gates, S. L. (1986
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Yang, C.-C., Tseng, S.-S., Liao, A.
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text only because learners are able
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Figure 2. Structure of poetry multi
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time period. Bandwidth is measured
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Participants and experimental proce
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owses multimedia resources. Fewer p
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the other approach. Meanwhile, the
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Wang, Y.-H., Young, S. S.-C., & Jan
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mistakes in front of the teacher an
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Basic English learning materials we
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The instructor also showed positive
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H.L, M = 38.11) which occurred in b
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Discussions Tangible learning compa
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We can conclude from the current st
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Joo, Y. J., Joung, S., & Kim, E. K.
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on 506 students registered for cybe
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and management systems, learning se
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multivariate normal distribution as
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Structural model examination Table
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Direct effect Flow ← Satisfaction
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Second, the results of this study c
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Kim, H. S. (2008). The effects of t
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language accurately, or product-ori
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Thailand 5 Vietnam 25 Total 208 Res
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Procedures of data collection Figur
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discussions. From Brian’s log fil
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universities. There were 259 studen
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and he provided his arguments and r
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Within groups Total Test 4 Between
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Crooks, B. (2003). The combined use
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Appendix A 342
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teenager. Chapter four, “Identity
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