| POS |
PUB |
Author |
Global ranking on official Web of Science and Scopus citations |
WOS Cites |
Scopus Cites |
Total |
Article Quartil |
Article Percentil |
| 1/782 |
2012 |
Ferrés |
Media competence. Articulated proposal of dimensions and indicators |
202 |
139 |
341 |
Q1 |
99% |
| 2/782 |
2016 |
Fernández-Cruz |
Generation Z’s teachers and their digital skills |
128 |
152 |
280 |
Q1 |
99% |
| 3/782 |
2012 |
Gutiérrez-Martín |
Media education, media literacy and digital competence |
112 |
133 |
245 |
Q1 |
99% |
| 4/782 |
2012 |
Area-Moreira |
From solid to liquid: New literacies to the cultural changes of Web 2.0 |
107 |
127 |
234 |
Q1 |
98% |
| 5/782 |
2016 |
Area-Moreira |
Models of educational integration of ICTs in the classroom |
119 |
93 |
212 |
Q1 |
98% |
| 6/782 |
2013 |
Colás-Bravo |
Young people and social networks: Motivations and preferred uses |
103 |
106 |
209 |
Q1 |
98% |
| 7/782 |
2018 |
Ramírez-Montoya |
Co-creation and open innovation: Systematic literature review |
92 |
117 |
209 |
Q1 |
98% |
| 8/782 |
2012 |
Gómez-Aguilar |
The academic use of social networks among university students |
109 |
88 |
197 |
Q1 |
98% |
| 9/782 |
2014 |
García-Valcárcel-Muñoz-Repiso |
ICT in collaborative learning in the classrooms of Primary and Secondary Education |
82 |
99 |
181 |
Q1 |
98% |
| 10/782 |
2009 |
Flores-Vivar |
New models of communication, profiles and trends in social networks |
93 |
85 |
178 |
Q1 |
98% |
| 11/782 |
2016 |
Pérez-Escoda |
Digital skills in the Z generation: Key questions for a curricular introduction in Primary School |
91 |
85 |
176 |
Q1 |
98% |
| 12/782 |
2013 |
Torres-Salinas |
Altmetrics: New indicators for scientific communication in Web 2.0 |
78 |
88 |
166 |
Q1 |
97% |
| 13/782 |
2014 |
García-Ruiz |
Media literacy education for a new prosumer citizenship |
91 |
71 |
162 |
Q1 |
97% |
| 14/782 |
2019 |
Pereira |
Young people learning from digital media outside of school: The informal meets the formal |
74 |
75 |
149 |
Q1 |
97% |
| 15/782 |
2012 |
Pérez-Rodríguez |
From digital and audiovisual competence to media competence: Dimensions and indicators |
80 |
57 |
137 |
Q1 |
97% |
| 16/782 |
2009 |
Tejedor-Tejedor |
A scale for the measurement of university teachers’ attitudes towards the integration of ICT |
72 |
59 |
131 |
Q1 |
97% |
| 17/782 |
2018 |
Montero-Díaz |
A science mapping analysis of ‘Communication’ WoS subject category (1980-2013) |
65 |
64 |
129 |
Q1 |
97% |
| 18/782 |
2018 |
Pérez-Torres |
YouTuber videos and the construction of adolescent identity |
59 |
67 |
126 |
Q1 |
97% |
| 19/782 |
2016 |
Romera |
Cyberbullying: Social competence, motivation and peer relationships |
60 |
62 |
122 |
Q1 |
97% |
| 20/782 |
2015 |
Bartolomé-Pina |
Are MOOCs promising learning environments? |
59 |
62 |
121 |
Q1 |
96% |
| 21/782 |
2014 |
Cabero-Almenara |
Educational possibilities of social networks and group work. University students’ perceptions |
69 |
49 |
118 |
Q1 |
96% |
| 22/782 |
2015 |
Chiappe-Laverde |
Literature and practice: A critical review of MOOCs |
58 |
60 |
118 |
Q1 |
96% |
| 23/782 |
2017 |
Álvarez-García |
Cyberaggression among adolescents: Prevalence and gender differences |
60 |
56 |
116 |
Q1 |
96% |
| 24/782 |
2013 |
Delgado-López-Cózar |
The impact of scientific journals of communication: Comparing Google Scholar Metrics, Web of Science and Scopus |
49 |
66 |
115 |
Q1 |
96% |
| 25/782 |
2015 |
Fernández-Montalvo |
Internet use habits and risk behaviours in preadolescence |
60 |
54 |
114 |
Q1 |
96% |
| 26/782 |
2012 |
Casero-Ripollés |
Beyond newspapers: News consumption among young people in the digital era |
51 |
62 |
113 |
Q1 |
96% |
| 27/782 |
2014 |
Quintas-Froufe |
Active audiences: Social audience participation in television |
54 |
56 |
110 |
Q1 |
96% |
| 28/782 |
2019 |
Engen |
Understanding social and cultural aspects of teachers’ digital competencies |
57 |
51 |
108 |
Q1 |
95% |
| 29/782 |
2017 |
Romero-Martín |
Formative assessment, communication skills and ICT in Initial teacher education |
53 |
54 |
107 |
Q1 |
95% |
| 30/782 |
2015 |
Castaño-Garrido |
Design, motivation and performance in a cooperative MOOC course |
51 |
56 |
107 |
Q1 |
95% |
| 31/782 |
2011 |
Sloep |
Learning networks, networked learning |
52 |
52 |
104 |
Q1 |
95% |
| 32/782 |
2015 |
López-Meneses |
Analysis and implications of the impact of MOOC movement in the scientific community: JCR and Scopus (2010-13) |
47 |
57 |
104 |
Q1 |
95% |
| 33/782 |
2013 |
Aguaded |
The MOOC revolution: A new form of education from the technological paradigm? |
55 |
48 |
103 |
Q1 |
95% |
| 34/782 |
2015 |
Durán-Segura |
Cyberbullying trough mobile phone and the Internet in dating relationships among youth people |
45 |
58 |
103 |
Q1 |
95% |
| 35/782 |
2016 |
Serrano-Puche |
Internet and emotions: New trends in an emerging field of research |
53 |
49 |
102 |
Q1 |
95% |
| 36/782 |
2014 |
García-Galera |
Engaged youth in Internet. The role of social networks in social active participation |
49 |
52 |
101 |
Q1 |
94% |
| 37/782 |
2013 |
García-Jiménez |
The influence of social networks on the adolescents’ online practices |
49 |
51 |
100 |
Q1 |
94% |
| 38/782 |
2013 |
Fernández-Quijada |
Three decades of spanish communication research: Towards legal age |
47 |
53 |
100 |
Q1 |
94% |
| 39/782 |
2017 |
Tur |
Using Twitter in Higher Education in Spain and the USA |
49 |
50 |
99 |
Q1 |
94% |
| 40/782 |
2012 |
del-Rey |
The ConRed program, an evidence-based practice |
51 |
47 |
98 |
Q1 |
94% |
| 41/782 |
2014 |
Marín-Juarros |
Construction of the foundations of the PLE and PLN for collaborative learning |
48 |
48 |
96 |
Q1 |
94% |
| 42/782 |
2017 |
Andújar-Vaca |
Mobile instant messaging: Whatsapp and its potential to develop oral skills |
45 |
51 |
96 |
Q1 |
94% |
| 43/782 |
2014 |
Berrocal-Gonzalo |
Media prosumers in political communication: Politainment on YouTube |
39 |
55 |
94 |
Q1 |
94% |
| 44/782 |
2010 |
Salmerón-Pérez |
Methodologies to improve communication in virtual learning environments |
60 |
33 |
93 |
Q1 |
93% |
| 45/782 |
2018 |
Aran-Ramspott |
YouTubers' social functions and their influence on pre-adolescence |
45 |
48 |
93 |
Q1 |
93% |
| 46/782 |
2016 |
Torres-Díaz |
Internet use and academic success in university students |
48 |
44 |
92 |
Q1 |
93% |
| 47/782 |
2009 |
Cebrián-Herreros |
Interactive communication in the cybermedia |
46 |
46 |
92 |
Q1 |
93% |
| 48/782 |
2016 |
Ortega-Barón |
The influence of school climate and family climate among adolescents victims of cyberbullying |
1 |
90 |
91 |
Q1 |
93% |
| 49/782 |
2014 |
Abad-Alcalá |
Media literacy for older people facing the digital divide: The e-inclusion programmes design |
41 |
47 |
88 |
Q1 |
93% |
| 50/782 |
2020 |
Ramírez-Montoya |
Systematic review of mixed methods in the framework of educational innovation |
34 |
54 |
88 |
Q1 |
93% |
| 51/782 |
2013 |
Muros-Ruiz |
Youth’s usage of leisure time with video games and social networks |
47 |
40 |
87 |
Q1 |
93% |
| 52/782 |
2012 |
Agudo-Prado |
Uses of digital tools among the elderly |
43 |
44 |
87 |
Q1 |
92% |
| 53/782 |
2011 |
Repiso-Caballero |
Bibliometric and social network analysis applied to television dissertations presented in Spain (1976/2007) |
50 |
36 |
86 |
Q1 |
92% |
| 54/782 |
2010 |
Prendes-Espinosa |
ICT competences of future teachers |
49 |
36 |
85 |
Q1 |
92% |
| 55/782 |
2015 |
Marcelo-García |
University teaching with digital technologies |
34 |
51 |
85 |
Q1 |
92% |
| 56/782 |
2018 |
Montes-Vozmediano |
Teen videos on YouTube: Features and digital vulnerabilities |
43 |
41 |
84 |
Q1 |
92% |
| 57/782 |
2014 |
Cabalín-Quijada |
Online and mobilized students: The use of Facebook in the Chilean student protests |
42 |
42 |
84 |
Q1 |
92% |
| 58/782 |
2017 |
López-García |
Technological skills and new professional profiles: Present challenges for journalism |
43 |
40 |
83 |
Q1 |
92% |
| 59/782 |
2013 |
Almansa-Martínez |
Social networks and young people. Comparative study of Facebook between Colombia and Spain |
43 |
39 |
82 |
Q1 |
92% |
| 60/782 |
2016 |
Crescenzi-Lanna |
An analysis of the interaction design of the best educational apps for children Aged zero to eight |
38 |
44 |
82 |
Q1 |
91% |
| 61/782 |
2018 |
Bartau-Rojas |
Parental mediation of the Internet use of Primary students: beliefs, strategies and difficulties |
37 |
45 |
82 |
Q1 |
91% |
| 62/782 |
2010 |
Ramos-Elizondo |
Developing cognitive skills with mobile learning: A case study |
44 |
37 |
81 |
Q1 |
91% |
| 63/782 |
2014 |
García-Galera |
Media prosumers. Participatory culture of audiences and media responsibility |
37 |
44 |
81 |
Q1 |
91% |
| 64/782 |
2015 |
Llorente-Barroso |
Internet and the elderly: Enhancing active ageing |
32 |
48 |
80 |
Q1 |
91% |
| 65/782 |
2015 |
Peral-Peral |
From digital divide to psycho-digital divide: Elders and online social networks |
31 |
49 |
80 |
Q1 |
91% |
| 66/782 |
2018 |
Osuna-Acedo |
From sMOOC to tMOOC, learning towards professional transference. ECO European Project |
47 |
32 |
79 |
Q1 |
91% |
| 67/782 |
2018 |
Pérez-Manzano |
Gamification and transmedia for scientific promotion and for encouraging scientific careers in adolescents |
42 |
37 |
79 |
Q1 |
91% |
| 68/782 |
2018 |
Yudes-Gómez |
Cyberbullying and problematic Internet use in Colombia, Uruguay and Spain: Cross-cultural study |
40 |
39 |
79 |
Q1 |
90% |
| 69/782 |
2012 |
Aparici |
Pedagogy of interactivity |
50 |
28 |
78 |
Q1 |
90% |
| 70/782 |
2018 |
Senabre |
Participatory design of citizen science experiments |
39 |
37 |
76 |
Q1 |
90% |
| 71/782 |
2014 |
Gewerc-Barujel |
Collaboration and social networking in Higher education |
38 |
38 |
76 |
Q1 |
90% |
| 72/782 |
2007 |
Ferrés |
Competence in media studies: its dimensions and indicators |
75 |
0 |
75 |
Q1 |
90% |
| 73/782 |
2019 |
García-Martín |
Use of technologies and academic performance in adolescent students |
41 |
34 |
75 |
Q1 |
90% |
| 74/782 |
2018 |
Malo-Cerrato |
Excessive use of social networks: Psychosocial profile of Spanish adolescents |
37 |
37 |
74 |
Q1 |
90% |
| 75/782 |
2013 |
Tortajada-Giménez |
Advertising stereotypes and gender representation in social networking sites |
35 |
39 |
74 |
Q1 |
90% |
| 76/782 |
2013 |
Buckingham |
Interactive youth: New citizenship between social networks and school settings |
38 |
35 |
73 |
Q1 |
89% |
| 77/782 |
2014 |
Gozálvez-Pérez |
Empowering media citizenship through educommunication |
33 |
40 |
73 |
Q1 |
89% |
| 78/782 |
2015 |
González-Oñate |
Use, consumption and knowledge of new technologies by elderly people in France, United Kingdom and Spain |
31 |
42 |
73 |
Q1 |
89% |
| 79/782 |
2019 |
García-Valcárcel-Muñoz-Repiso |
Robotics to develop computational thinking in early Childhood Education |
29 |
44 |
73 |
Q1 |
89% |
| 80/782 |
2013 |
Bernal-Bravo |
Interactions of young Andalusian people inside social networks |
42 |
30 |
72 |
Q1 |
89% |
| 81/782 |
2016 |
Ramírez-García |
Media competence of teachers and students of compulsory education in Spain |
40 |
32 |
72 |
Q1 |
89% |
| 82/782 |
2019 |
Santana-Vega |
Adolescents problematic mobile phone use, Fear of Missing Out and family communication |
35 |
37 |
72 |
Q1 |
89% |
| 83/782 |
2016 |
Romero-Rodríguez |
Dimensions and indicators of the information quality in digital media |
35 |
36 |
71 |
Q1 |
88% |
| 84/782 |
2015 |
Roig-Vila |
Primary teachers’ technological, pedagogical and content knowledge |
31 |
39 |
70 |
Q1 |
88% |
| 85/782 |
2018 |
Aparici |
Prosumers and emirecs: Analysis of two confronted theories |
39 |
29 |
68 |
Q1 |
88% |
| 86/782 |
2015 |
Raposo-Rivas |
A study on the pedagogical components of massive online courses |
36 |
32 |
68 |
Q1 |
88% |
| 87/782 |
2017 |
Fombona |
M-learning and augmented reality: A review of the scientific literature on the WoS repository |
33 |
35 |
68 |
Q1 |
88% |
| 88/782 |
2019 |
Miralles-Martínez |
Digital resources and didactic methodology in the initial training of History teachers |
31 |
37 |
68 |
Q1 |
88% |
| 89/782 |
2021 |
Manfredi-Sánchez |
Presidential Twitter in the face of COVID-19: Between populism and pop politics |
27 |
41 |
68 |
Q1 |
88% |
| 90/782 |
2018 |
Díez-Gutiérrez |
Ubiquitous learning ecologies for a critical cybercitizenship |
36 |
31 |
67 |
Q1 |
88% |
| 91/782 |
2017 |
Baraybar-Fernández |
Evaluation of emotional responses to television advertising through neuromarketing |
36 |
31 |
67 |
Q1 |
87% |
| 92/782 |
2013 |
Escribà-Sales |
Internationalization and coauthorship in major communication journals in Spain |
30 |
37 |
67 |
Q1 |
87% |
| 93/782 |
2021 |
Moreno-Guerrero |
Flipped learning and good teaching practices in secondary education |
30 |
37 |
67 |
Q1 |
87% |
| 94/782 |
2009 |
Hinojo-Lucena |
Student´s perceptions of blended learning at university |
37 |
29 |
66 |
Q1 |
87% |
| 95/782 |
2014 |
Hernández-Sellés |
Planning collaborative learning in virtual environments |
36 |
30 |
66 |
Q1 |
87% |
| 96/782 |
2011 |
Domingo-Coscollola |
Classroom 2.0 experiences and building on the use of ICT in teaching |
40 |
25 |
65 |
Q1 |
87% |
| 97/782 |
2013 |
Soengas-Pérez |
The role of the Internet and social networks in the arab uprisings an alternative to official press censorship |
32 |
33 |
65 |
Q1 |
87% |
| 98/782 |
2014 |
Vanderhoven |
Educating teens about the risks on social network sites. An intervention study in Secondary Education |
27 |
38 |
65 |
Q1 |
87% |
| 99/782 |
2010 |
Guerra-Liaño |
Study on the use of ICTs as teaching tools by university instructors |
48 |
16 |
64 |
Q1 |
86% |
| 100/782 |
2017 |
Hernández-Serrano |
From prosumer to prodesigner: Participatory news consumption |
37 |
27 |
64 |
Q1 |
86% |
| 101/782 |
2011 |
Imbernón-Muñoz |
Teaching skills in virtual and blended learning environments |
37 |
27 |
64 |
Q1 |
86% |
| 102/782 |
2018 |
del-Rey |
'Asegúrate' Program: Effects on cyber-aggression and its risk factors |
33 |
31 |
64 |
Q1 |
86% |
| 103/782 |
2014 |
Dafonte-Gómez |
The key elements of viral advertising. From motivation to emotion in the most shared videos |
29 |
35 |
64 |
Q1 |
86% |
| 104/782 |
2012 |
Tejedor-Calvo |
Challenges and risks of Internet use by children. How to empower minors? |
31 |
32 |
63 |
Q1 |
86% |
| 105/782 |
2019 |
Colás-Bravo |
The development of the digital teaching competence from a sociocultural approach |
35 |
27 |
62 |
Q1 |
86% |
| 106/782 |
2017 |
Cuesta-Cambra |
The cognitive processing of an educational app with EEG and ’Eye Tracking’ |
32 |
30 |
62 |
Q1 |
86% |
| 107/782 |
2013 |
Vázquez-Cano |
The videoarticle: New reporting format in scientific journals and its integration in MOOCs |
31 |
31 |
62 |
Q1 |
85% |
| 108/782 |
2016 |
Suárez-Guerrero |
Teachers’ perceptions of the digital transformation of the classroom through the use of tablets: A study in spain |
31 |
31 |
62 |
Q1 |
85% |
| 109/782 |
2020 |
González-Sanmamed |
Digital learning ecologies and professional development of university professors |
40 |
20 |
60 |
Q1 |
85% |
| 110/782 |
2013 |
de-Filippo |
Spanish scientific output in communication sciences in WOS. The scientific journals in SSCI (2007-12) |
24 |
36 |
60 |
Q1 |
85% |
| 111/782 |
2015 |
Saracchini |
A mobile augmented reality assistive technology for the elderly |
23 |
37 |
60 |
Q1 |
85% |
| 112/782 |
2016 |
de-Andrés-del-Campo |
The transformative image. The power of a photograph for social change: The death of Aylan |
31 |
28 |
59 |
Q1 |
85% |
| 113/782 |
2014 |
Leinonen |
Design thinking and collaborative learning |
24 |
35 |
59 |
Q1 |
85% |
| 114/782 |
2014 |
Pérez-Mateo-Subirà |
Collaborative construction of a project as a methodology for acquiring digital competences |
31 |
27 |
58 |
Q1 |
85% |
| 115/782 |
2018 |
Gutiérrez-Porlán |
Strategies for the communication and collaborative online work by university students |
30 |
28 |
58 |
Q1 |
84% |
| 116/782 |
2012 |
Aguaded |
Media proficiency, an educational initiative that cannot wait |
36 |
21 |
57 |
Q1 |
84% |
| 117/782 |
2010 |
Gutiérrez-Martín |
Digital tribes in the university classrooms |
34 |
23 |
57 |
Q1 |
84% |
| 118/782 |
2019 |
Zhang |
The ‘danmu’ phenomenon and media participation: Intercultural understanding and language learning through ‘The... |
29 |
28 |
57 |
Q1 |
84% |
| 119/782 |
2015 |
López-Romero |
Teaching media literacy in colleges of education and communication |
26 |
31 |
57 |
Q1 |
84% |
| 120/782 |
2015 |
Sureda-Negre |
Academic plagiarism among secondary and High School students: Differences in gender and procrastination |
24 |
33 |
57 |
Q1 |
84% |
| 121/782 |
2015 |
Colombo |
New elders, old divides: ICTs, inequalities and well being amongst young elderly Italians |
24 |
33 |
57 |
Q1 |
84% |
| 122/782 |
2016 |
Gutiérrez-Martín |
Watching and tweeting: Youngsters’ responses to media representations of resistance |
32 |
24 |
56 |
Q1 |
84% |
| 123/782 |
2013 |
Hernández-Merayo |
Interactive youth and civic cultures: The educational, mediatic and political meaning of the 15M |
28 |
28 |
56 |
Q1 |
83% |
| 124/782 |
2009 |
García-Galera |
A theoretical analysis proposal on mobile phone use by adolescents |
26 |
29 |
55 |
Q1 |
83% |
| 125/782 |
2016 |
Gertrudis-Casado |
Professional information skills and open data. Challenges for citizen empowerment and social change |
30 |
24 |
54 |
Q1 |
83% |
| 126/782 |
2019 |
Vizcaíno-Verdú |
Reading and informal learning trends on YouTube: The booktuber |
30 |
24 |
54 |
Q1 |
83% |
| 127/782 |
2014 |
Lee |
Media literacy and information literacy: Similarities and differences |
26 |
28 |
54 |
Q1 |
83% |
| 128/782 |
2015 |
Gómez-Mompart |
Spanish journalists and the loss of news quality: Professional judgements |
22 |
32 |
54 |
Q1 |
83% |
| 129/782 |
2008 |
Pérez-Tornero |
Multi-screen society: a challenge for media literacy |
31 |
21 |
52 |
Q1 |
83% |
| 130/782 |
2018 |
Giménez-Gualdo |
Teachers’ and students’ perception about cyberbullying. Intervention and coping strategies in primary and secondary... |
26 |
26 |
52 |
Q1 |
83% |
| 131/782 |
2016 |
Peña-Fernández |
European newspapers’ digital transition: New products and new audiences |
21 |
31 |
52 |
Q1 |
82% |
| 132/782 |
2008 |
Belmonte-Arocha |
Co-educating the gaze against gender stereotypes in TV |
33 |
18 |
51 |
Q1 |
82% |
| 133/782 |
2017 |
Vidales-Bolaños |
Connected teens: Measuring the impact of mobile phones on social relationships through social capital |
30 |
21 |
51 |
Q1 |
82% |
| 134/782 |
2019 |
Gallego-Arrufat |
Competence of future teachers in the digital security area |
29 |
22 |
51 |
Q1 |
82% |
| 135/782 |
2020 |
Garaigordobil |
Bullying and cyberbullying in LGBT adolescents: Prevalence and effects on mental health |
28 |
23 |
51 |
Q1 |
82% |
| 136/782 |
2019 |
Silva |
Teacher’s digital competence among final year Pedagogy students in Chile and Uruguay |
23 |
28 |
51 |
Q1 |
82% |
| 137/782 |
2012 |
Moeller |
«The world unplugged» and «24 Hours without media»: Media literacy to develop self-awareness regarding media |
22 |
29 |
51 |
Q1 |
82% |
| 138/782 |
2015 |
Fedorov |
The framework of media education and media criticism in the contemporary world: The opinion of international experts |
30 |
20 |
50 |
Q1 |
82% |
| 139/782 |
2017 |
Hershkovizt |
Teacher-student relationship and Facebook-mediated communication: Student perceptions |
26 |
24 |
50 |
Q1 |
81% |
| 140/782 |
2011 |
Steinbeck |
Building creative competence in globally distributed courses through design thinking |
23 |
27 |
50 |
Q1 |
81% |
| 141/782 |
2010 |
Hennion |
Loving music: From a sociology of mediation to a pragmatics of taste |
32 |
17 |
49 |
Q1 |
81% |
| 142/782 |
2018 |
Ramos-Soler |
Online risk perception in young people and its effects on digital behaviour |
26 |
23 |
49 |
Q1 |
81% |
| 143/782 |
2016 |
Román-García |
Adults and elders and their use of ICTs. Media competence of digital immigrants |
23 |
26 |
49 |
Q1 |
81% |
| 144/782 |
2018 |
Larrañaga |
Socio-cognitive and emotional factors on perpetration of cyberbullying |
22 |
27 |
49 |
Q1 |
81% |
| 145/782 |
2018 |
Rey |
Emotional intelligence and peer cybervictimisation in adolescents: Gender as moderator |
23 |
25 |
48 |
Q1 |
81% |
| 146/782 |
2019 |
Santoveña-Casal |
Exploring the influence of the teacher: Social participation on Twitter and academic perception |
23 |
25 |
48 |
Q1 |
81% |
| 147/782 |
2014 |
Gomes-Franco-Silva |
Internet as a haven and social shield. Problematic uses of the network by young Spaniards |
23 |
25 |
48 |
Q1 |
80% |
| 148/782 |
2021 |
Mora-Rodríguez |
News consumption and risk perception of Covid-19 in Spain |
23 |
25 |
48 |
Q1 |
80% |
| 149/782 |
2013 |
Erstad |
Learning lives connected: Digital youth across school and community spaces |
23 |
25 |
48 |
Q1 |
80% |
| 150/782 |
2011 |
Checa-Olmos |
Spaniards’ perspective of immigration. The role of the media |
20 |
28 |
48 |
Q1 |
80% |
| 151/782 |
2012 |
Ramírez-Orellana |
Attitudes and beliefs of secondary teachers about Internet use in their classrooms |
28 |
19 |
47 |
Q1 |
80% |
| 152/782 |
2017 |
Valdemoros-San-Emeterio |
Digital leisure and perceived family functioning in youth of upper Secondary Education |
26 |
21 |
47 |
Q1 |
80% |
| 153/782 |
2009 |
Camps-Cervera |
Media education beyond school |
25 |
22 |
47 |
Q1 |
80% |
| 154/782 |
2017 |
Tuzel |
The use of social media and popular culture to advance cross-cultural understanding |
24 |
23 |
47 |
Q1 |
80% |
| 155/782 |
2021 |
Marcelo |
Educational influencers on Twitter. Analysis of hashtags and relationship structure |
18 |
29 |
47 |
Q1 |
79% |
| 156/782 |
2016 |
Oberst |
Gender stereotypes 2.0: Self-representations of adolescents on Facebook |
24 |
22 |
46 |
Q1 |
79% |
| 157/782 |
2018 |
Rodríguez-Gómez |
Problematic uses of ICTs among young people in their personal and school life |
24 |
21 |
45 |
Q1 |
79% |
| 158/782 |
2015 |
Hernández-Carranza |
Evaluation of digital didactic skills in massive open online courses: A contribution to the Latin American movement |
20 |
25 |
45 |
Q1 |
79% |
| 159/782 |
2012 |
Soep |
The digital afterlife of youth-made media: Implications for media literacy education |
22 |
22 |
44 |
Q1 |
79% |
| 160/782 |
2019 |
Gee |
Designing for deep learning in the context of digital and social media |
21 |
23 |
44 |
Q1 |
79% |
| 161/782 |
2017 |
Berganza |
Spanish journalists’ perception about their professional roles |
21 |
23 |
44 |
Q1 |
79% |
| 162/782 |
2013 |
Stornaiuolo |
Expanding community: Youth, social networking and schools |
21 |
23 |
44 |
Q1 |
78% |
| 163/782 |
2012 |
Dezuanni |
«Prosuming» across cultures: Youth creating and discussing digital media across borders |
26 |
17 |
43 |
Q1 |
78% |
| 164/782 |
2012 |
Wilson |
Media and information literacy: Pedagogy and possibilities |
24 |
19 |
43 |
Q1 |
78% |
| 165/782 |
2015 |
Casado-Muñoz |
Active ageing and access to technology: An evolving empirical study |
13 |
30 |
43 |
Q1 |
78% |
| 166/782 |
2009 |
Frau-Meigs |
Media education policy: Towards a global rationale |
27 |
15 |
42 |
Q1 |
78% |
| 167/782 |
2010 |
Cabero-Almenara |
Online students´ satisfaction with blended tearning |
24 |
18 |
42 |
Q1 |
78% |
| 168/782 |
2020 |
Díaz-López |
Maladaptive use of ICT in adolescence: Profiles, supervision and technological stress |
24 |
17 |
41 |
Q1 |
78% |
| 169/782 |
2015 |
Dornaleteche-Ruiz |
Categorization, item selection and implementation of an online digital literacy test as media literacy indicator |
21 |
20 |
41 |
Q1 |
78% |
| 170/782 |
2014 |
Rubia-Avi |
Revolution in education: Computer support for collaborative learning |
21 |
20 |
41 |
Q1 |
77% |
| 171/782 |
2011 |
Gutiérrez-Recacha |
People with intellectual disability and ICTs |
21 |
20 |
41 |
Q1 |
77% |
| 172/782 |
2019 |
Pertegal-Vega |
Systematic review of the current state of research on Online Social Networks: Taxonomy on experience of use |
20 |
20 |
40 |
Q1 |
77% |
| 173/782 |
2015 |
Añaños-Carrasco |
Eyetracker technology in elderly people: How integrated television content is paid attention to and processed |
19 |
21 |
40 |
Q1 |
77% |
| 174/782 |
2015 |
Álvarez |
Information literacy grade of Secondary School teachers in Spain. Beliefs and self-perceptions |
18 |
22 |
40 |
Q1 |
77% |
| 175/782 |
2014 |
Berrío-Zapata |
The digital divide in the university: The appropriation of ICT in Higher Education students from Bogota, Colombia |
18 |
22 |
40 |
Q1 |
77% |
| 176/782 |
2013 |
Arcila-Calderón |
The e-research on media & communications: Attitudes, tools and practices in Latin America researchers |
17 |
23 |
40 |
Q1 |
77% |
| 177/782 |
2020 |
Romeu-Fontanillas |
Mirroring learning ecologies of outstanding teachers to integrate ICTs in the classroom |
24 |
15 |
39 |
Q1 |
77% |
| 178/782 |
2019 |
Silva-Rodríguez |
Mobile journalism: Systematic literature review |
20 |
19 |
39 |
Q1 |
76% |
| 179/782 |
2019 |
Gordillo |
Effectiveness of MOOCs for teachers in safe ICT use training |
19 |
20 |
39 |
Q1 |
76% |
| 180/782 |
2016 |
González-Lizárraga |
Cyberactivism: A new form of participation for university students |
18 |
21 |
39 |
Q1 |
76% |
| 181/782 |
2012 |
Kendall |
Critical media literacy after the media |
16 |
23 |
39 |
Q1 |
76% |
| 182/782 |
2016 |
Lacalle |
The representation of workingwomen in Spanish television fiction |
23 |
15 |
38 |
Q1 |
76% |
| 183/782 |
2011 |
Collis |
Flexibility in higher education: Revisiting expectations |
22 |
16 |
38 |
Q1 |
76% |
| 184/782 |
2021 |
Erstad |
Educational practices to transform and connect schools and communities |
19 |
19 |
38 |
Q1 |
76% |
| 185/782 |
2018 |
Soler-Adillon |
Wikipedia in higher education: Changes in perceived value through content contribution |
19 |
19 |
38 |
Q1 |
76% |
| 186/782 |
2020 |
Gómez-Gonzalvo |
Video game usage time in adolescents’ academic performance |
18 |
20 |
38 |
Q1 |
75% |
| 187/782 |
2011 |
Aguaded |
Media education: An international unstoppable phenomenon UN, Europe and Spain support for edu-communication |
18 |
20 |
38 |
Q1 |
75% |
| 188/782 |
2017 |
Wong |
Seamless language learning: Second language learning with social media |
17 |
21 |
38 |
Q1 |
75% |
| 189/782 |
2012 |
Culver |
Media literacy and its use as a method to encourage civic engagement |
15 |
23 |
38 |
Q1 |
75% |
| 190/782 |
2015 |
Sánchez-Vera |
Challenges in the creation, development and implementation of MOOCs: Web Science course at the university of Southampton |
15 |
23 |
38 |
Q1 |
75% |
| 191/782 |
2013 |
Erjavec |
Informal learning through Facebook among Slovenian pupils |
14 |
24 |
38 |
Q1 |
75% |
| 192/782 |
2007 |
Galán-Fajardo |
Gender construction and spanish fiction TV |
37 |
0 |
37 |
Q1 |
75% |
| 193/782 |
2014 |
Aguaded |
From infoxication to the right to communicate |
25 |
12 |
37 |
Q1 |
75% |
| 194/782 |
2020 |
Solano-Fernández |
Gender equality and ICT in the context of formal education: A systematic review |
24 |
13 |
37 |
Q1 |
74% |
| 195/782 |
2011 |
Gozálvez-Pérez |
Education for democratic citizenship in a digital culture |
22 |
15 |
37 |
Q1 |
74% |
| 196/782 |
2012 |
Pérez-Tornero |
Teacher training in media education: Curriculum and international experiences |
21 |
16 |
37 |
Q2 |
74% |
| 197/782 |
2018 |
Fernández-de-Arroyabe-Olaortua |
Digital natives: Online audiovisual content consumption, creation and dissemination |
20 |
17 |
37 |
Q2 |
74% |
| 198/782 |
2020 |
Han |
Personalised learning networks in the university blended learning context |
20 |
17 |
37 |
Q2 |
74% |
| 199/782 |
2011 |
Aguaded |
Children and young people: The new interactive generations |
20 |
17 |
37 |
Q2 |
74% |
| 200/782 |
2013 |
Aguaded |
Media programme (UE) - International support for media education |
19 |
18 |
37 |
Q2 |
74% |
| 201/782 |
2016 |
Arrabal-Sánchez |
Communicating in 140 characters. How journalists in Spain use Twitter |
19 |
18 |
37 |
Q2 |
74% |
| 202/782 |
2012 |
Aguaded |
United Nations aiming at media literacy education |
17 |
20 |
37 |
Q2 |
73% |
| 203/782 |
2019 |
Sáez-López |
Application of the ubiquitous game with augmented reality in Primary Education |
16 |
21 |
37 |
Q2 |
73% |
| 204/782 |
2020 |
Salinas-Ibáñez |
Construction of personalized learning pathways through mixed methods |
15 |
22 |
37 |
Q2 |
73% |
| 205/782 |
2009 |
Cebrián-Herreros |
New forms of communication in the cybermedia |
18 |
18 |
36 |
Q2 |
73% |
| 206/782 |
2017 |
Sánchez-Valle |
Parent’s influence on acquiring critical Internet skills |
18 |
18 |
36 |
Q2 |
73% |
| 207/782 |
2009 |
Aguaded |
The European Parliament bets on media literacy |
22 |
13 |
35 |
Q2 |
73% |
| 208/782 |
2012 |
Orozco-Gómez |
Educational challenges in times of mass self-communication: A dialogue among audience |
20 |
15 |
35 |
Q2 |
73% |
| 209/782 |
2020 |
Escobar-Mamani |
WhatsApp for the development of oral and written communication skills in Peruvian adolescents |
19 |
16 |
35 |
Q2 |
73% |
| 210/782 |
2009 |
Islas |
Understanding cultural convergence through media ecology |
18 |
17 |
35 |
Q2 |
72% |
| 211/782 |
2022 |
Mateus |
Teachers' perspectives for a critical agenda in media education post COVID-19. A comparative study in Latin America |
17 |
18 |
35 |
Q2 |
72% |
| 212/782 |
2018 |
Caffarel-Serra |
Communication research in Spain: Weaknesses, threats, strengths and opportunities |
17 |
18 |
35 |
Q2 |
72% |
| 213/782 |
2016 |
Alvídrez |
Powerful communication style on Twitter: Effects on credibility and civic participation |
17 |
18 |
35 |
Q2 |
72% |
| 214/782 |
2014 |
Condeza-Dall’Orso |
News consumption among Chilean adolescents: Interest, motivations and perceptions on the news agenda |
14 |
21 |
35 |
Q2 |
72% |
| 215/782 |
2022 |
Arcila-Calderón |
Hate speech and social acceptance of migrants in Europe: Analysis of tweets with geolocation |
12 |
23 |
35 |
Q2 |
72% |
| 216/782 |
2017 |
Álvarez-Arregui |
Ecosystems of media training and competence: International assessment of its implementation in Higher education |
23 |
11 |
34 |
Q2 |
72% |
| 217/782 |
2018 |
Cassany |
Communicating science: The profile of science journalists in Spain |
20 |
14 |
34 |
Q2 |
72% |
| 218/782 |
2010 |
Sureda-Negre |
Internet access by minors at home: Usage norms imposed by parents |
20 |
14 |
34 |
Q2 |
71% |
| 219/782 |
2017 |
Amiama-Espaillat |
Digital reading and reading competence. The influence in the Z generation from the Dominican Republic |
18 |
16 |
34 |
Q2 |
71% |
| 220/782 |
2011 |
Said-Hung |
The cyber media in Latin America and Web 2.0 |
17 |
17 |
34 |
Q2 |
71% |
| 221/782 |
2014 |
Humanes-Humanes |
College students’ views about journalism education in Spain |
17 |
17 |
34 |
Q2 |
71% |
| 222/782 |
2009 |
Díaz-Noci |
Multimedia and reading ways: a state of the art |
17 |
17 |
34 |
Q2 |
71% |
| 223/782 |
2015 |
Monedero-Moya |
Usability and satisfaction in multimedia annotation tools for MOOCs |
15 |
19 |
34 |
Q2 |
71% |
| 224/782 |
2020 |
Regueira |
Women on YouTube: Representation and participation through the Web Scraping technique |
20 |
13 |
33 |
Q2 |
71% |
| 225/782 |
2016 |
Ricaurte-Quijano |
The Wiki learning project: Wikipedia as an open learning environment |
20 |
13 |
33 |
Q2 |
71% |
| 226/782 |
2014 |
Linne |
Common uses of Facebook among adolescents from different social sectors in Buenos Aires city |
20 |
13 |
33 |
Q2 |
70% |
| 227/782 |
2014 |
Minelli-de-Oliveira |
Exploring student and teacher perception of E-textbooks in a Primary School |
19 |
14 |
33 |
Q2 |
70% |
| 228/782 |
2014 |
Ruiz-del-Olmo |
Young people as users of branded applications on mobile devices |
19 |
14 |
33 |
Q2 |
70% |
| 229/782 |
2019 |
Piñeiro-Naval |
Study of the academic production on communication in Spain and Latin America |
17 |
16 |
33 |
Q2 |
70% |
| 230/782 |
2011 |
Martínez-Pecino |
University senior students on the Web |
14 |
19 |
33 |
Q2 |
70% |
| 231/782 |
2017 |
Ferrés |
Communication efficiency in education: Increasing emotions and storytelling |
20 |
12 |
32 |
Q2 |
70% |
| 232/782 |
2020 |
Lozano-Blasco |
Problematic Internet uses and depression in adolescents: A meta-analysis |
19 |
13 |
32 |
Q2 |
70% |
| 233/782 |
2016 |
Dias-Fonseca |
Media education as a strategy for online civic participation in Portuguese schools |
19 |
13 |
32 |
Q2 |
70% |
| 234/782 |
2014 |
Fernández-Sánchez |
A community of practice: An intervention model based on computer supported collaborative learning |
17 |
15 |
32 |
Q2 |
69% |
| 235/782 |
2013 |
Buckingham |
Learning about power and citizenship in an online virtual world |
16 |
16 |
32 |
Q2 |
69% |
| 236/782 |
2022 |
Gutiérrez-Martín |
ICT and Media competencies of teachers. Convergence towards an integrated MIL-ICT model |
15 |
17 |
32 |
Q2 |
69% |
| 237/782 |
2021 |
Norstrom |
Internet memes in Covid-19 lockdown times in Poland |
10 |
22 |
32 |
Q2 |
69% |
| 238/782 |
2009 |
Marcos-López |
Mobile learning as a tool for the development of communication skills in virtual discussion boards |
17 |
14 |
31 |
Q2 |
69% |
| 239/782 |
2013 |
Turan |
The reasons for non-use of social networking websites by university students |
16 |
15 |
31 |
Q2 |
69% |
| 240/782 |
2012 |
Gutiérrez-Martín |
Media literacy in multiple contexts |
14 |
17 |
31 |
Q2 |
69% |
| 241/782 |
2021 |
Golob |
Meta-reflexivity for resilience against disinformation |
10 |
21 |
31 |
Q2 |
68% |
| 242/782 |
2011 |
Rodríguez-Ferrándiz |
From cultural industries to entertainment and creative industries. The boundaries of the cultural field |
21 |
9 |
30 |
Q2 |
68% |
| 243/782 |
2011 |
Lozano-Martínez |
Software for teaching emotions to students with autism spectrum disorder |
18 |
12 |
30 |
Q2 |
68% |
| 244/782 |
2018 |
Aladro-Vico |
Artivism: A new educative language for transformative social action |
17 |
13 |
30 |
Q2 |
68% |
| 245/782 |
2014 |
Domingo-Coscollola |
Researching on and with young people: Collaborating and educating |
17 |
13 |
30 |
Q2 |
68% |
| 246/782 |
2019 |
Samuel-Azran |
Online news recommendations credibility: The tie is mightier than the source |
14 |
16 |
30 |
Q2 |
68% |
| 247/782 |
2022 |
Sáiz-Manzanares |
Student satisfaction with online teaching in times of COVID-19 |
13 |
17 |
30 |
Q2 |
68% |
| 248/782 |
2022 |
Wachs |
Adolescents’ motivations to perpetrate hate speech and links with social norms |
13 |
17 |
30 |
Q2 |
68% |
| 249/782 |
2008 |
García-de-Castro |
Renewal movements in the Spanish television series |
10 |
20 |
30 |
Q2 |
67% |
| 250/782 |
2015 |
Berríos-Valenzuela |
ICT use and parental mediation perceived by Chilean children |
9 |
21 |
30 |
Q2 |
67% |
| 251/782 |
2013 |
Martínez-Pastor |
Gender representation in advertising of toys in the Christmas period (2009-12) |
17 |
12 |
29 |
Q2 |
67% |
| 252/782 |
2013 |
Tello-Díaz |
Intimacy and «extimacy» in social networks. Ethical boundaries of facebook |
16 |
13 |
29 |
Q2 |
67% |
| 253/782 |
2017 |
Romero-Frías |
Social labs in universities: Innovation and impact in medialab UGR |
14 |
15 |
29 |
Q2 |
67% |
| 254/782 |
2014 |
Costa |
Use of the Internet in educative informal contexts. Implication for formal education |
14 |
15 |
29 |
Q2 |
67% |
| 255/782 |
2015 |
Piñeiro-Otero |
ARG (Alternate reality games). Contributions, limitations, and potentialities to the service of the teaching at the... |
11 |
18 |
29 |
Q2 |
67% |
| 256/782 |
2012 |
Gómez-Zermeño |
Digital libraries: Electronic bibliographic resources on basic education |
21 |
7 |
28 |
Q2 |
67% |
| 257/782 |
2009 |
Guarinos-Galán |
Televisual teenager phenomena. Adolescent prototypes in TV series in Spain |
15 |
13 |
28 |
Q2 |
66% |
| 258/782 |
2012 |
Yuste-Tosina |
Synchronous virtual environments for e-assessment in Higher education |
15 |
13 |
28 |
Q2 |
66% |
| 259/782 |
2017 |
Van-Hove |
The tablet for second language vocabulary learning: Keyboard, stylus or multiple choice |
15 |
13 |
28 |
Q2 |
66% |
| 260/782 |
2016 |
Aragón-Mendizábal |
A comparative study of handwriting and computer typing in note-taking by university students |
12 |
16 |
28 |
Q2 |
66% |
| 261/782 |
2020 |
Ojeda |
Sexting in adolescents: Prevalence and behaviours |
16 |
11 |
27 |
Q2 |
66% |
| 262/782 |
2012 |
McCloskey |
Global teachers: A conceptual model for building teachers’ intercultural competence online |
15 |
12 |
27 |
Q2 |
66% |
| 263/782 |
2014 |
Cebrián-de-la-Serna |
eRubrics in cooperative assessment of learning at university |
14 |
13 |
27 |
Q2 |
66% |
| 264/782 |
2019 |
Perlado-Lamo-de-Espinosa |
From media planner to media expert: The digital effect in advertising |
14 |
13 |
27 |
Q2 |
66% |
| 265/782 |
2020 |
Izquierdo-Iranzo |
Studygrammers: Learning influencers |
14 |
13 |
27 |
Q2 |
65% |
| 266/782 |
2019 |
Pedrero-Esteban |
Teenagers, smartphones and digital audio consumption in the age of Spotify |
13 |
14 |
27 |
Q2 |
65% |
| 267/782 |
2021 |
Núñez |
Anxiety and self-esteem in cyber-victimization profiles of adolescents |
12 |
15 |
27 |
Q2 |
65% |
| 268/782 |
2021 |
Gómez-García |
Newsgames against hate speech in the refugee crisis |
10 |
17 |
27 |
Q2 |
65% |
| 269/782 |
2016 |
Pegurer-Caprino |
Media literacy in Brazil: Experiences and models in non-formal education |
17 |
9 |
26 |
Q2 |
65% |
| 270/782 |
2017 |
Velandia-Mesa |
Formative research in ubiquitous and virtual environments in Higher Education |
16 |
10 |
26 |
Q2 |
65% |
| 271/782 |
2019 |
Parodi |
Google or Gutenberg Generation: Chilean university students’ reading habits and reading purposes |
14 |
12 |
26 |
Q2 |
65% |
| 272/782 |
2020 |
Fondevila-Gascón |
Influence of Instagram stories in attention and emotion depending on gender |
14 |
12 |
26 |
Q2 |
65% |
| 273/782 |
2011 |
Duart |
The Net on teaching processes at the university |
13 |
13 |
26 |
Q2 |
64% |
| 274/782 |
2016 |
Sevillano-García |
The ubiquitous possibilities of the laptop: Spanish university students’ perceptions |
13 |
13 |
26 |
Q2 |
64% |
| 275/782 |
2017 |
Gavilan |
University students and informational social networks: Total sceptics, dual moderates or pro-digitals |
13 |
13 |
26 |
Q2 |
64% |
| 276/782 |
2021 |
Romera |
Cybergossip, cyberaggression, problematic Internet use and family communication |
12 |
14 |
26 |
Q2 |
64% |
| 277/782 |
2009 |
Navarro-Zamora |
Fifteen years of online journalism. Interaction and hypertextuality |
11 |
15 |
26 |
Q2 |
64% |
| 278/782 |
2011 |
Rincón |
New television narratives: Entertainment, telling, citizenship, experimental |
19 |
6 |
25 |
Q2 |
64% |
| 279/782 |
2013 |
Berlanga-Fernández |
Ethos, pathos and logos in Facebook. User networking: New «rhetor» of the 21th century |
17 |
8 |
25 |
Q2 |
64% |
| 280/782 |
2008 |
Marta-Lazo |
The process of TV reception as contextual interaction |
16 |
9 |
25 |
Q2 |
64% |
| 281/782 |
2011 |
Mastrini |
Structure, concentration and changes of the media system in the Southern Cone of Latin America |
15 |
10 |
25 |
Q2 |
63% |
| 282/782 |
2020 |
Rodrigo |
Learning ecologies in online students with disabilities |
14 |
11 |
25 |
Q2 |
63% |
| 283/782 |
2019 |
Martínez-Costa |
Young adults’ interaction with online news and advertising |
14 |
11 |
25 |
Q2 |
63% |
| 284/782 |
2019 |
Crescenzi-Lanna |
Safe and inclusive educational apps: Digital protection from an ethical and critical perspective |
13 |
12 |
25 |
Q2 |
63% |
| 285/782 |
2013 |
Casanueva-Rocha |
Spanish communication academia: Scientific productivity vs. Social activity |
13 |
12 |
25 |
Q2 |
63% |
| 286/782 |
2013 |
Middaugh |
New media as a tool for civic learning |
12 |
13 |
25 |
Q2 |
63% |
| 287/782 |
2012 |
Pérez-Latorre |
From chess to StarCraft. A comparative analysis of traditional games and videogames |
12 |
13 |
25 |
Q2 |
63% |
| 288/782 |
2021 |
Gómez-Quintero |
Media representation of minors who migrate on their own: The 'MENA' in the Spanish press |
11 |
14 |
25 |
Q2 |
63% |
| 289/782 |
2017 |
Kruger |
Original language subtitles: Their effects on the native and foreign viewer |
11 |
14 |
25 |
Q2 |
62% |
| 290/782 |
2015 |
Sánchez-Martínez |
Using technology to connect generations: Some considerations of form and function |
10 |
15 |
25 |
Q2 |
62% |
| 291/782 |
2013 |
Lepicnik-Vodopivec |
Communication technology in the home environment of four-year-old children (Slovenia) |
9 |
16 |
25 |
Q2 |
62% |
| 292/782 |
2020 |
Alcolea-Díaz |
UNESCO’s Media and Information Literacy curriculum for teachers from the perspective of Structural Considerations of... |
16 |
8 |
24 |
Q2 |
62% |
| 293/782 |
2018 |
Mesías-Lema |
Artivism and social conscience: Transforming teacher training from a sensibility standpoint |
15 |
9 |
24 |
Q2 |
62% |
| 294/782 |
2019 |
García-Perales |
An enrichment program for students with high intellectual ability: Positive effects on school adaptation |
14 |
10 |
24 |
Q2 |
62% |
| 295/782 |
2022 |
Mesquita-Romero |
Critical media literacy to improve students' competencies |
13 |
11 |
24 |
Q2 |
62% |
| 296/782 |
2017 |
Saura |
Protesting on Twitter: Citizenship and empowerment from public education |
13 |
11 |
24 |
Q2 |
62% |
| 297/782 |
2009 |
Perona-Páez |
Radio edu-webs: Spanish experiences of media education |
13 |
11 |
24 |
Q2 |
61% |
| 298/782 |
2009 |
Díaz-Arias |
Video in cyberspace: Usage and language |
11 |
13 |
24 |
Q2 |
61% |
| 299/782 |
2013 |
Navarro-Beltrá |
Bibliometric analysis of research on women and advertising: Differences in print and audiovisual media |
11 |
13 |
24 |
Q2 |
61% |
| 300/782 |
2014 |
Rebollo-Catalán |
Perceived social support as a factor of rural women’s digital inclusion in online social networks |
11 |
13 |
24 |
Q2 |
61% |
| 301/782 |
2022 |
Valverde-Berrocoso |
Disinformation and multiliteracy: A systematic review of the literature |
9 |
15 |
24 |
Q2 |
61% |
| 302/782 |
2010 |
Hormigos-Ruiz |
Music distribution in the consumer society: The creation of cultural identities through sound |
17 |
6 |
23 |
Q2 |
61% |
| 303/782 |
2016 |
Briones |
Teaching ethics in the university through multicultural online dialogue |
15 |
8 |
23 |
Q2 |
61% |
| 304/782 |
2011 |
Méndiz-Noguero |
Young people’s attitudes towards and evaluations of mobile TV |
15 |
8 |
23 |
Q2 |
61% |
| 305/782 |
2020 |
Lopezosa |
SEO and the digital news media: From the workplace to the classroom |
13 |
10 |
23 |
Q2 |
60% |
| 306/782 |
2010 |
Bull |
iPod: A personalized sound world for its consumers |
12 |
11 |
23 |
Q2 |
60% |
| 307/782 |
2009 |
García-Muñoz |
The positive representation of the image of women in the media |
11 |
12 |
23 |
Q2 |
60% |
| 308/782 |
2019 |
Gómez-García |
Constructing Donald Trump: Mobile apps in the political discourse about the President of the United States |
11 |
12 |
23 |
Q2 |
60% |
| 309/782 |
2008 |
Tyner |
Audiences, Intertextuality and new media literacy |
11 |
12 |
23 |
Q2 |
60% |
| 310/782 |
2020 |
Garcés-Prettel |
Influence of family and pedagogical communication on school violence |
13 |
9 |
22 |
Q2 |
60% |
| 311/782 |
2021 |
Bermejo-Berros |
The critical dialogical method in Educommunication to develop narrative thinking |
12 |
10 |
22 |
Q2 |
60% |
| 312/782 |
2009 |
Aguaded |
The short-sightednes of the new teacher training plans in Spain: Analogical or digital teachers? |
12 |
10 |
22 |
Q2 |
60% |
| 313/782 |
2021 |
Rapanta |
The challenge of inclusive dialogic teaching in public secondary school |
11 |
11 |
22 |
Q2 |
59% |
| 314/782 |
2014 |
Sánchez-González |
Knowledge and assessment of crowdfunding in communication. The view of journalists and future journalists |
11 |
11 |
22 |
Q2 |
59% |
| 315/782 |
2016 |
Aierbe-Barandiaran |
Values and emotions in children’s audiovisual fictional narratives |
11 |
11 |
22 |
Q2 |
59% |
| 316/782 |
2008 |
Moreno-Rodríguez |
Digital literacy: full control of pen drive and mouse |
10 |
12 |
22 |
Q2 |
59% |
| 317/782 |
2017 |
Crespo-Pereira |
Neuroscience for content innovation on European public service broadcasters |
10 |
12 |
22 |
Q2 |
59% |
| 318/782 |
2021 |
Diego-Mantecón |
STEAM projects with KIKS format for developing key competences |
9 |
13 |
22 |
Q2 |
59% |
| 319/782 |
2007 |
Barranquero-Carretero |
Concept, instruments and challenges of media education for social change |
21 |
0 |
21 |
Q2 |
59% |
| 320/782 |
2010 |
Gértrudix-Barrio |
The utility of musico-visual formats in teaching |
14 |
7 |
21 |
Q2 |
58% |
| 321/782 |
2020 |
García-Marín |
Domesticated voices and false participation: Anatomy of interaction on transmedia podcasting |
13 |
8 |
21 |
Q2 |
58% |
| 322/782 |
2020 |
Jiménez-Morales |
Childhood use of mobile devices: Influence of mothers’ socio-educational level |
12 |
9 |
21 |
Q2 |
58% |
| 323/782 |
2016 |
Cmeciu |
Digital civic activism in Romania: Framing anti-Chevron online protest community «faces» |
11 |
10 |
21 |
Q2 |
58% |
| 324/782 |
2021 |
Feijoo |
Parents' and children's perception on social media advertising |
10 |
11 |
21 |
Q2 |
58% |
| 325/782 |
2022 |
Estrada-Molina |
Engagement and desertion in MOOCs: Systematic review |
10 |
11 |
21 |
Q2 |
58% |
| 326/782 |
2011 |
García-Muñoz |
Television fiction series targeted at young audience: Plots and conflicts portrayed in a teen series |
9 |
12 |
21 |
Q2 |
58% |
| 327/782 |
2017 |
Soengas-Pérez |
Cyberactivisim in the process of political and social change in Arab Countries |
9 |
12 |
21 |
Q2 |
58% |
| 328/782 |
2021 |
Guan |
Facing disinformation: Five methods to counter conspiracy theories amid the Covid-19 pandemic |
8 |
13 |
21 |
Q2 |
57% |
| 329/782 |
2010 |
Sedeño |
Videogames as cultural devices: development of spatial skills and application in learning |
0 |
21 |
21 |
Q2 |
57% |
| 330/782 |
2014 |
Punín-Larrea |
Digital media in Ecuador: Future perspectives |
14 |
6 |
20 |
Q2 |
57% |
| 331/782 |
2016 |
Ruipérez |
Plagiarism and academic integrity in Germany |
12 |
8 |
20 |
Q2 |
57% |
| 332/782 |
2011 |
Osorio-Gómez |
Interaction analysis in hybrid learning environment |
11 |
9 |
20 |
Q2 |
57% |
| 333/782 |
2013 |
Zubillaga-del-Río |
Disability in the perception of technology among university students |
11 |
9 |
20 |
Q2 |
57% |
| 334/782 |
2009 |
Gramigna |
Learning with videogames: Ideas for a renewal of the theory of knowledge and education |
11 |
9 |
20 |
Q2 |
57% |
| 335/782 |
2016 |
Dueñas-Cid |
Discriminatory expressions, the young and social networks: The effect of gender |
11 |
9 |
20 |
Q2 |
57% |
| 336/782 |
2016 |
Hu |
Chinese university EFL teachers’ knowledge of and stance on plagiarism |
9 |
11 |
20 |
Q2 |
56% |
| 337/782 |
2018 |
Aceituno-Aceituno |
University training on entrepreneurship in communication and journalism business projects |
9 |
11 |
20 |
Q2 |
56% |
| 338/782 |
2021 |
Galbava |
Cyberostracism: Emotional and behavioral consequences in social media interactions |
9 |
11 |
20 |
Q2 |
56% |
| 339/782 |
2017 |
Moreira |
Higher education distance learning and e-learning in prisons in Portugal |
8 |
12 |
20 |
Q2 |
56% |
| 340/782 |
2011 |
Torres-Díaz |
Digital divide in universities: Internet use in Ecuadorian universities |
7 |
13 |
20 |
Q2 |
56% |
| 341/782 |
2015 |
Bosch |
Uses and gratifications of computers in South African elderly people |
7 |
13 |
20 |
Q2 |
56% |
| 342/782 |
2009 |
Tous-Rovirosa |
PaleoTV, NeoTV and MetaTV in US drama series |
14 |
5 |
19 |
Q2 |
56% |
| 343/782 |
2020 |
Bernardo |
Bullying and cyberbullying: Variables that influence university dropout |
12 |
7 |
19 |
Q2 |
56% |
| 344/782 |
2016 |
Nupairoj |
The ecosystem of media literacy: A holistic approach to media education |
11 |
8 |
19 |
Q2 |
55% |
| 345/782 |
2010 |
Baelo-Álvarez |
Use of information and communication technologies in Castilla & León universities |
11 |
8 |
19 |
Q2 |
55% |
| 346/782 |
2017 |
Izquierdo |
Teachers’ use of ICTs in public language education: Evidence from second language Secondary-School classrooms |
11 |
8 |
19 |
Q2 |
55% |
| 347/782 |
2018 |
Carrasco-Polaino |
Artivism and NGO: Relationship between image and 'engagement' in Instagram |
11 |
8 |
19 |
Q2 |
55% |
| 348/782 |
2014 |
Sur |
Primary School second grade teachers’ and students’ opinions on media literacy |
10 |
9 |
19 |
Q2 |
55% |
| 349/782 |
2019 |
Bender |
Connected learning ecologies as an emerging opportunity through Cosplay |
10 |
9 |
19 |
Q2 |
55% |
| 350/782 |
2019 |
Fanjul-Peyró |
eGamers’ influence in brand advertising strategies. A comparative study between Spain and Korea |
10 |
9 |
19 |
Q2 |
55% |
| 351/782 |
2021 |
Wright |
Youths’ coping with cyberhate: Roles of parental mediation and family support |
10 |
9 |
19 |
Q2 |
55% |
| 352/782 |
2021 |
Ortega-Mohedano |
Predicting wellbeing in children’s use of smart screen devices |
9 |
10 |
19 |
Q2 |
54% |
| 353/782 |
2011 |
Burkle |
Apprenticeship students learning on-line: Opportunities and challenges for polytechnic institutions |
9 |
10 |
19 |
Q2 |
54% |
| 354/782 |
2012 |
Potter |
Social media and self-curatorship: Reflections on identity and pedagogy through blogging on a masters module |
9 |
10 |
19 |
Q2 |
54% |
| 355/782 |
2017 |
Remesal |
Online questionnaires use with automatic feedback for e-innovation in university students |
8 |
11 |
19 |
Q2 |
54% |
| 356/782 |
2011 |
Medina-Laverón |
The transformation of public TV companies into digital services at the BBC and RTVE |
11 |
7 |
18 |
Q2 |
54% |
| 357/782 |
2011 |
Marcelo-García |
«Alacena», an open learning design repository for university teaching |
10 |
8 |
18 |
Q2 |
54% |
| 358/782 |
2016 |
Gómez-Espinosa |
The impact of activity design in Internet plagiarism in Higher Education |
10 |
8 |
18 |
Q2 |
54% |
| 359/782 |
2014 |
Arancibia-Herrera |
Meaning processes mediated through a protagonists’ collaborative learning platform |
9 |
9 |
18 |
Q2 |
54% |
| 360/782 |
2021 |
Carrasco-Polaino |
Citizen participation in Twitter: Anti-vaccine controversies in times of COVID-19 |
9 |
9 |
18 |
Q2 |
53% |
| 361/782 |
2008 |
del-Río-Pereda |
Reality construction by Spanish infancy across TV consumption |
9 |
9 |
18 |
Q2 |
53% |
| 362/782 |
2020 |
Bonami |
Education, Big Data and Artificial Intelligence: Mixed methods in digital platforms |
8 |
10 |
18 |
Q2 |
53% |
| 363/782 |
2016 |
Rivera |
Online and offline pornography consumption in Colombian adolescents |
8 |
10 |
18 |
Q2 |
53% |
| 364/782 |
2019 |
Roses-Campos |
Conflicts in the professional roles of journalists in Spain: Ideals and practice |
8 |
10 |
18 |
Q2 |
53% |
| 365/782 |
2020 |
Martínez |
Online parental mediation strategies in family contexts of Spain |
6 |
12 |
18 |
Q2 |
53% |
| 366/782 |
2015 |
Cifuentes-Álvarez |
ICT leadership in Higher Education: A multiple case study in Colombia |
5 |
13 |
18 |
Q2 |
53% |
| 367/782 |
2014 |
Chibás-Ortíz |
Managing creativity in collaborative virtual learning environments e: A DL corporate project |
12 |
5 |
17 |
Q2 |
53% |
| 368/782 |
2022 |
González-Díaz |
Latin American professors’ research culture in the digital age |
10 |
7 |
17 |
Q2 |
52% |
| 369/782 |
2018 |
Vernier |
Critical thinking of young citizens towards news headlines in Chile |
9 |
8 |
17 |
Q2 |
52% |
| 370/782 |
2016 |
Cerbino |
Community media as exercise of communicative citizenship: Experiences from Argentina and Ecuador |
9 |
8 |
17 |
Q2 |
52% |
| 371/782 |
2008 |
García-Matilla |
Television and young people in Spain |
9 |
8 |
17 |
Q2 |
52% |
| 372/782 |
2019 |
López-Cepeda |
Participatory audiences in the European public service media: Content production and copyright |
9 |
8 |
17 |
Q2 |
52% |
| 373/782 |
2010 |
Aguaded |
The European Union passes a recommendation on media literacy in the European digital environment |
9 |
8 |
17 |
Q2 |
52% |
| 374/782 |
2018 |
Saiz-Echezarreta |
Advocacy of trafficking campaigns: A controversy story |
11 |
5 |
16 |
Q2 |
52% |
| 375/782 |
2011 |
López-Valero |
Digital competence and literacy: Developing new narrative formats. The «Dragon age: Origins» videogame |
10 |
6 |
16 |
Q2 |
52% |
| 376/782 |
2013 |
Bermejo-Berros |
Masking as a persuasive strategy in advertising for young |
9 |
7 |
16 |
Q2 |
51% |
| 377/782 |
2009 |
Kotilainen |
Promoting youth civic participation with media production: The case of Youth Voice editorial board |
7 |
9 |
16 |
Q2 |
51% |
| 378/782 |
2020 |
García-Ramos |
Gender studies in Communication Degrees |
6 |
10 |
16 |
Q2 |
51% |
| 379/782 |
2008 |
Tucho-Fernández |
Media education in the Spanish legislation |
6 |
10 |
16 |
Q2 |
51% |
| 380/782 |
2021 |
Díaz-Pérez |
From the global myth to local mobilization: Creation and resonance of Greta Thunberg’s frame |
6 |
10 |
16 |
Q2 |
51% |
| 381/782 |
2009 |
González-Conde |
Networks of participation and communicative interchanges in public radio: Podcasting |
3 |
13 |
16 |
Q2 |
51% |
| 382/782 |
2011 |
Fuenzalida-Fernández |
A new meaning of educational television: from school to audience’s everyday life |
13 |
2 |
15 |
Q2 |
51% |
| 383/782 |
2008 |
Rincón |
No more audiences, we all become producers |
9 |
6 |
15 |
Q2 |
51% |
| 384/782 |
2013 |
Milojevic |
Methodological approaches to study interactivity in communication journals |
9 |
6 |
15 |
Q2 |
50% |
| 385/782 |
2014 |
Fuente-Cobo |
Active audiences in the regulation of the audiovisual media. Consumer versus citizen in Spain and Mexico |
9 |
6 |
15 |
Q2 |
50% |
| 386/782 |
2016 |
Lema-Blanco |
Youth and the third sector media in Spain: Communication and social change training |
9 |
6 |
15 |
Q2 |
50% |
| 387/782 |
2014 |
Falcón-Díaz-Aguado |
Adolescent students as media fictional characters |
9 |
6 |
15 |
Q2 |
50% |
| 388/782 |
2021 |
Ferrero-de-Lucas |
ICT and knowledge management in Teaching and Engineering Students |
8 |
7 |
15 |
Q2 |
50% |
| 389/782 |
2010 |
Schalk-Quintanar |
Discourse analysis in the quality of expected learning |
8 |
7 |
15 |
Q2 |
50% |
| 390/782 |
2011 |
Medrano-Samaniego |
Values perceived in television by adolescents in different cross-cultural contexts |
8 |
7 |
15 |
Q2 |
50% |
| 391/782 |
2022 |
Serrano-Díaz |
Families’ perception of children’s academic performance during the COVID-19 lockdown |
6 |
9 |
15 |
Q2 |
50% |
| 392/782 |
2011 |
Gómez-Escalonilla-Moreno |
Students’ perspective on on-line college education in the field of journalism |
5 |
10 |
15 |
Q3 |
49% |
| 393/782 |
2007 |
Cabero-Almenara |
Technology changed scene or Pygmalion came true |
14 |
0 |
14 |
Q3 |
49% |
| 394/782 |
2007 |
Gómez-Camacho |
Spanish spelling and electronic writing |
14 |
0 |
14 |
Q3 |
49% |
| 395/782 |
2010 |
Santibáñez-Velilla |
Virtual and real classroom in learning audiovisual communication and education |
11 |
3 |
14 |
Q3 |
49% |
| 396/782 |
2010 |
Clarembeaux |
Film education: Memory and heritage |
10 |
4 |
14 |
Q3 |
49% |
| 397/782 |
2008 |
Lozano-Rendón |
Foreign film and television consumption and appropriation by Latin American audiences |
9 |
5 |
14 |
Q3 |
49% |
| 398/782 |
2020 |
Pinazo-Calatayud |
Positive or negative communication in social activism |
8 |
6 |
14 |
Q3 |
49% |
| 399/782 |
2009 |
González-Navarro |
New educational settings. Cognitive challenges for the realization of a collective intelligence |
8 |
6 |
14 |
Q3 |
48% |
| 400/782 |
2016 |
Tiede |
Media pedagogy in German and U.S. teacher education |
8 |
6 |
14 |
Q3 |
48% |
| 401/782 |
2011 |
Phillippi-Miranda |
Communicative empowerment: Narrative skills of the subjects |
8 |
6 |
14 |
Q3 |
48% |
| 402/782 |
2017 |
Camilli-Trujillo |
Meta-synthesis of literacy for the empowerment of vulnerable groups |
7 |
7 |
14 |
Q3 |
48% |
| 403/782 |
2018 |
Gou |
Towards understanding young children’s digital lives in China and Australia |
7 |
7 |
14 |
Q3 |
48% |
| 404/782 |
2013 |
Calderón-Martínez |
The participation and web visibility of university digital repositories in the European context |
7 |
7 |
14 |
Q3 |
48% |
| 405/782 |
2008 |
Aierbe-Barandiaran |
Adolescents’ television viewing habits and its relation with values |
6 |
8 |
14 |
Q3 |
48% |
| 406/782 |
2020 |
Hinojo-Lucena |
Sharenting: Internet addiction, self-control and online photos of underage children |
6 |
8 |
14 |
Q3 |
48% |
| 407/782 |
2020 |
León-Pérez |
Self-perception about emerging digital skills in Higher Education students |
6 |
8 |
14 |
Q3 |
47% |
| 408/782 |
2018 |
Suárez-Perdomo |
Assessing the ethical and content quality of online parenting resources |
6 |
8 |
14 |
Q3 |
47% |
| 409/782 |
2009 |
Mellado-Ruiz |
Latin American journalism: A review of five decades and a proposal for a model of analysis |
5 |
9 |
14 |
Q3 |
47% |
| 410/782 |
2011 |
Chicharro-Merayo |
Learning from television fiction. The reception and socialization effects from watching «Loving in troubled times» |
4 |
10 |
14 |
Q3 |
47% |
| 411/782 |
2009 |
Moral-Toranzo |
The Internet as a framework for communication and social interaction |
9 |
4 |
13 |
Q3 |
47% |
| 412/782 |
2012 |
Lacalle |
Genre and age in the reception of television fiction |
9 |
4 |
13 |
Q3 |
47% |
| 413/782 |
2017 |
Ugalde |
Adolescents’ TV viewing patterns in the digital era: A cross-cultural study |
8 |
5 |
13 |
Q3 |
47% |
| 414/782 |
2011 |
Porta-Navarro |
The musical offers of children’s programming on «Televisión Española» as its hearing universe |
8 |
5 |
13 |
Q3 |
47% |
| 415/782 |
2009 |
Scheuer |
Foreword |
8 |
5 |
13 |
Q3 |
46% |
| 416/782 |
2013 |
Marta-Lazo |
The «i-Generation» and its interaction in social networks. An analysis of Coca-Cola on Tuenti |
8 |
5 |
13 |
Q3 |
46% |
| 417/782 |
2016 |
Hernández-Ruiz |
Antifraud editorial policy in Spanish and Latin American scientific publication: JCR social sciences edition |
8 |
5 |
13 |
Q3 |
46% |
| 418/782 |
2017 |
Grijalva-Verdugo |
Social empowerment in Mexican violent contexts through media competence |
8 |
5 |
13 |
Q3 |
46% |
| 419/782 |
2009 |
Lau |
Information skills: conceptual convergence between information and communication sciences |
8 |
5 |
13 |
Q3 |
46% |
| 420/782 |
2020 |
Tiscareño-García |
Victims and perpetrators of feminicide in the language of the Mexican written press |
8 |
5 |
13 |
Q3 |
46% |
| 421/782 |
2019 |
Chib |
Distributed digital contexts and learning: Personal empowerment and social transformation in marginalized populations |
8 |
5 |
13 |
Q3 |
46% |
| 422/782 |
2008 |
Parrilla |
Language’s alterations in the digital era |
7 |
6 |
13 |
Q3 |
46% |
| 423/782 |
2015 |
Öngün |
Young learners’ objectives related to multimedia use and homework completion |
7 |
6 |
13 |
Q3 |
45% |
| 424/782 |
2009 |
Bautista-García-Vera |
Audiovisual narrations based on intercultural relationships in education |
7 |
6 |
13 |
Q3 |
45% |
| 425/782 |
2017 |
Salcudean |
The emotional impact of traditional and new media in social events |
7 |
6 |
13 |
Q3 |
45% |
| 426/782 |
2014 |
de-Andrés-del-Campo |
Critical analysis of government vs. Commercial advertising discourse on older persons in Spain |
6 |
7 |
13 |
Q3 |
45% |
| 427/782 |
2022 |
Robles |
When negativity is the fuel. Bots and Political Polarization in the COVID-19 debate |
6 |
7 |
13 |
Q3 |
45% |
| 428/782 |
2011 |
Ramírez-de-la-Piscina-Martínez |
Report about the media literacy situation in the basque school community |
6 |
7 |
13 |
Q3 |
45% |
| 429/782 |
2013 |
Banaji |
Everyday racism and «My tram experience»: Emotion, civic performance and learning on YouTube |
6 |
7 |
13 |
Q3 |
45% |
| 430/782 |
2011 |
Brändle-Señán |
The risk of emergence of boomerang effect in communication against violence |
6 |
7 |
13 |
Q3 |
45% |
| 431/782 |
2021 |
Kong |
Motivation and perception of Hong Kong university students about social media news |
6 |
7 |
13 |
Q3 |
44% |
| 432/782 |
2014 |
López-Vidales |
Audioblogs and Tvblogs, tools for collaborative learning in journalism |
6 |
7 |
13 |
Q3 |
44% |
| 433/782 |
2023 |
Flores-Vivar |
Reflections on the ethics, potential, and challenges of artificial intelligence in the framework of quality education... |
5 |
8 |
13 |
Q3 |
44% |
| 434/782 |
2013 |
Ortiz-Sobrino |
TV broadcasters and research on TV and children |
8 |
4 |
12 |
Q3 |
44% |
| 435/782 |
2017 |
Novo |
Connective Intelligence for childhood mathematics education |
8 |
4 |
12 |
Q3 |
44% |
| 436/782 |
2009 |
Moeller |
Nurturing freedom of expression through teaching global media literacy |
7 |
5 |
12 |
Q3 |
44% |
| 437/782 |
2013 |
Ponte |
Connecting generations. A research and learning approach for media education and audience studies |
7 |
5 |
12 |
Q3 |
44% |
| 438/782 |
2012 |
Pereira |
Resources for media literacy: Mediating the research on children and media |
7 |
5 |
12 |
Q3 |
44% |
| 439/782 |
2010 |
Romero-Calmache |
Advertising in the digital age: The microsite as a strategic factor in on-line advertising campaigns |
7 |
5 |
12 |
Q3 |
43% |
| 440/782 |
2015 |
Luna-García |
Design patterns to enhance accessibility and use of social applications for older adults |
6 |
6 |
12 |
Q3 |
43% |
| 441/782 |
2018 |
Clua |
Youth impact on the public sphere in Press and Twitter: The dissolution of the Spanish Youth Council |
6 |
6 |
12 |
Q3 |
43% |
| 442/782 |
2008 |
Medrano-Samaniego |
What values do adolescents perceive in their favourite TV programmes? |
6 |
6 |
12 |
Q3 |
43% |
| 443/782 |
2015 |
Valenzuela-Fernández |
Influence of placement on explicit and implicit memory of college students |
6 |
6 |
12 |
Q3 |
43% |
| 444/782 |
2013 |
Giménez-Toledo |
Black holes of communication scientific communication and meta-research |
6 |
6 |
12 |
Q3 |
43% |
| 445/782 |
2020 |
Halpern |
School performance: New multimedia resources versus traditional notes |
6 |
6 |
12 |
Q3 |
43% |
| 446/782 |
2021 |
Sánchez-López |
Digital creativity to transform learning: Empowerment from a com-educational approach |
6 |
6 |
12 |
Q3 |
43% |
| 447/782 |
2019 |
de-la-Garza-Montemayor |
Online political participation of young people in Mexico, Spain and Chile |
6 |
6 |
12 |
Q3 |
42% |
| 448/782 |
2012 |
Sevillano-García |
Food advertising and consumption by students in Huánuco (Peru) |
6 |
6 |
12 |
Q3 |
42% |
| 449/782 |
2021 |
Andrade-Vargas |
Young people and social networks: Between the democratization of knowledge and digital inequality |
5 |
7 |
12 |
Q3 |
42% |
| 450/782 |
2021 |
Ardèvol |
Myths in visual environmental activism narratives on Instagram |
5 |
7 |
12 |
Q3 |
42% |
| 451/782 |
2015 |
Tobías-Martínez |
A digital repository of filmic content as a teaching resource |
5 |
7 |
12 |
Q3 |
42% |
| 452/782 |
2018 |
Meneses |
#TrumpenMexico. Transnational connective action on Twitter and the border wall dispute |
5 |
7 |
12 |
Q3 |
42% |
| 453/782 |
2021 |
Fraga-Varela |
The impact of serious games in mathematics fluency: A study in Primary Education |
4 |
8 |
12 |
Q3 |
42% |
| 454/782 |
2022 |
Abuín-Vences |
Hate speech analysis as a function of ideology: Emotional and cognitive effects |
3 |
9 |
12 |
Q3 |
42% |
| 455/782 |
2021 |
Garrido |
Archetypes, Me Too, Time’s Up and the representation of diverse women on TV |
3 |
9 |
12 |
Q3 |
41% |
| 456/782 |
2008 |
Fuenzalida-Fernández |
Changes in the relationship between children and television |
8 |
3 |
11 |
Q3 |
41% |
| 457/782 |
2008 |
Tirado-Morueta |
Drog@ project: virtual learning communities |
8 |
3 |
11 |
Q3 |
41% |
| 458/782 |
2020 |
Martínez-Rodríguez |
The ecology of resilience learning in ubiquitous environments to adverse situations |
7 |
4 |
11 |
Q3 |
41% |
| 459/782 |
2012 |
Vergara-Leyton |
Representation of childhood in advertising discourse. A case study of the advertising industry in Chile |
7 |
4 |
11 |
Q3 |
41% |
| 460/782 |
2022 |
Valera-Ordaz |
Unraveling disinformation: Notions and discourses from the Spanish population |
7 |
4 |
11 |
Q3 |
41% |
| 461/782 |
2009 |
de-Fontcuberta-Balaguer |
Criteria of media education program for Chilean teachers: A proposal for continuous training |
6 |
5 |
11 |
Q3 |
41% |
| 462/782 |
2020 |
Rummler |
Mobile learning for homework: Emerging cultural practices in the new media ecology |
6 |
5 |
11 |
Q3 |
41% |
| 463/782 |
2021 |
Luengo |
COVID-19 on YouTube: Debates and polarisation in the digital sphere |
6 |
5 |
11 |
Q3 |
40% |
| 464/782 |
2017 |
Adams |
Promoting adolescents’ moral advertising literacy in Secondary Education |
6 |
5 |
11 |
Q3 |
40% |
| 465/782 |
2021 |
Renés-Arellano |
Countervalues of the digital ethos perceived by future trainers |
6 |
5 |
11 |
Q3 |
40% |
| 466/782 |
2017 |
Cano-Correa |
College students in Lima: Politics, media and participation |
5 |
6 |
11 |
Q3 |
40% |
| 467/782 |
2013 |
Ledo-Andión |
Cultural diversity across the networks: The case of national cinema |
5 |
6 |
11 |
Q3 |
40% |
| 468/782 |
2010 |
Browne-Sartori |
Intercultural journalism: Peruvian and Bolivian representation in the Chilean daily press news |
5 |
6 |
11 |
Q3 |
40% |
| 469/782 |
2010 |
Pastor-Alonso |
I want to be a journalist: looking for motivation in journalism |
5 |
6 |
11 |
Q3 |
40% |
| 470/782 |
2019 |
Navarro-Pablo |
The use of digital resources and materials In and outside the bilingual classroom |
5 |
6 |
11 |
Q3 |
39% |
| 471/782 |
2023 |
Lozano-Blasco |
Social media influence on young people and children: Analysis on Instagram, Twitter and YouTube |
4 |
7 |
11 |
Q3 |
39% |
| 472/782 |
2007 |
Marzal-Felici |
Film analysis in multiscreen era |
10 |
0 |
10 |
Q3 |
39% |
| 473/782 |
2012 |
Sánchez-Carrero |
Keys to recognizing the levels of critical audiovisual reading in children |
9 |
1 |
10 |
Q3 |
39% |
| 474/782 |
2022 |
Herrero-Curiel |
Secondary education students and media literacy in the age of disinformation |
7 |
3 |
10 |
Q3 |
39% |
| 475/782 |
2010 |
Martínez-Salanova-Sánchez |
Education in European cinema and society’s exclusion of the young |
6 |
4 |
10 |
Q3 |
39% |
| 476/782 |
2010 |
Sobrado-Fernández |
Planning and development of an ICT-skills map in guidance |
6 |
4 |
10 |
Q3 |
39% |
| 477/782 |
2019 |
Garmen |
Multiple intelligences and video games: Assessment and intervention with TOI software |
6 |
4 |
10 |
Q3 |
39% |
| 478/782 |
2008 |
Vassallo-de-Lopes |
Television and narratives: cultural identities in globalization age |
6 |
4 |
10 |
Q3 |
38% |
| 479/782 |
2012 |
Mora-Fernández |
The analysis of interactive media and digital culture - hypermedia literacy in Peru and Bolivia |
5 |
5 |
10 |
Q3 |
38% |
| 480/782 |
2022 |
Campos-Domínguez |
Rhetoric of parliamentary disinformation on Twitter |
5 |
5 |
10 |
Q3 |
38% |
| 481/782 |
2012 |
Llorent-Bedmar |
The educational role of the digital media in the integration of immigrants in Spain: El mundo.es and El pais.com |
5 |
5 |
10 |
Q3 |
38% |
| 482/782 |
2021 |
Rodríguez-Suárez |
Online research, new languages and symbolism of digital activism: A systematic review |
4 |
6 |
10 |
Q3 |
38% |
| 483/782 |
2019 |
Katherine-Chen |
Taiwanese university students’ smartphone use and the privacy paradox |
4 |
6 |
10 |
Q3 |
38% |
| 484/782 |
2019 |
Sastre-Riba |
From high intellectual ability to genius: Profiles of perfectionism |
4 |
6 |
10 |
Q3 |
38% |
| 485/782 |
2008 |
García-Canclini |
Books, screens and audiences: what is changing |
4 |
6 |
10 |
Q3 |
38% |
| 486/782 |
2008 |
Sopena-Palomar |
The audio-visual regulation: the arguments for and against |
4 |
6 |
10 |
Q3 |
37% |
| 487/782 |
2010 |
Vergara-Leyton |
The social and cultural impact of advertising among Chilean youths |
3 |
7 |
10 |
Q3 |
37% |
| 488/782 |
2017 |
Sun |
Stop-motion to foster digital literacy in Elementary School |
3 |
7 |
10 |
Q3 |
37% |
| 489/782 |
2007 |
Ezeiza-Ramos |
On-line tutoring at university: a proposal for the sequencing of electronic tools |
9 |
0 |
9 |
Q3 |
37% |
| 490/782 |
2007 |
Espinar-Ruiz |
Gender stereotypes in audiovisual products for children |
9 |
0 |
9 |
Q3 |
37% |
| 491/782 |
2012 |
Bautista-García-Vera |
Value of audiovisual records in intercultural education |
7 |
2 |
9 |
Q3 |
37% |
| 492/782 |
2013 |
Vega-Casanova |
A children’s observatory of television: «Observar TV», a space for dialogue between children |
7 |
2 |
9 |
Q3 |
37% |
| 493/782 |
2019 |
Edo |
Content syndication in news aggregators. Towards devaluation of professional journalistic criterio |
6 |
3 |
9 |
Q3 |
37% |
| 494/782 |
2008 |
Perales-Albert |
Learning identity: what kind of children do children perceive when they watch TV? |
6 |
3 |
9 |
Q3 |
36% |
| 495/782 |
2009 |
Silver |
A European approach to media literacy: Moving toward an inclusive knowledge society |
6 |
3 |
9 |
Q3 |
36% |
| 496/782 |
2014 |
Bujokas-de-Siqueira |
Media education and Brazilian educational policies for the enhancement of learning |
6 |
3 |
9 |
Q3 |
36% |
| 497/782 |
2008 |
Walzer-Moskovic |
Public service models in European TV: a comparative analysis of TVE and BBC |
5 |
4 |
9 |
Q3 |
36% |
| 498/782 |
2010 |
Fonseca-Mora |
Studying Spanish in the USA: Mass media as social motivation |
5 |
4 |
9 |
Q3 |
36% |
| 499/782 |
2013 |
del-Moral-Pérez |
Media literacy, participation and accountability for the media of generation of silence |
5 |
4 |
9 |
Q3 |
36% |
| 500/782 |
2010 |
Burn |
Thrills in the dark: Young people’s moving image cultures and media education |
5 |
4 |
9 |
Q3 |
36% |
| 501/782 |
2015 |
Arroyo-Almaraz |
The undesired effects of digital communication on moral response |
5 |
4 |
9 |
Q3 |
36% |
| 502/782 |
2012 |
Oliva-Rota |
Fame and proffessional success in «Operación Triunfo» and «Fama ¡a bailar!» |
4 |
5 |
9 |
Q3 |
35% |
| 503/782 |
2015 |
Marti-Pellón |
Children’s exposure to advertising on games sites in Brazil and Spain |
4 |
5 |
9 |
Q3 |
35% |
| 504/782 |
2011 |
Fernández-Villanueva |
Emotions elicited by television violence |
4 |
5 |
9 |
Q3 |
35% |
| 505/782 |
2010 |
Cebrián-de-la-Serna |
Environmental indigenous wisdom and the design of educational resources |
4 |
5 |
9 |
Q3 |
35% |
| 506/782 |
2018 |
Piñeiro-Otero |
Radio studies: An overview from the Ibero-American academia |
3 |
6 |
9 |
Q3 |
35% |
| 507/782 |
2008 |
Digón-Regueiro |
Children programmes and sensationalist TV: entertaining, misinforming, miseducating |
3 |
6 |
9 |
Q3 |
35% |
| 508/782 |
2012 |
Saleh |
Media and information literacy in South Africa: Goals and tools |
2 |
7 |
9 |
Q3 |
35% |
| 509/782 |
2012 |
Reia-Baptista |
Film literacy: Media appropriations with examples from the European film context |
7 |
1 |
8 |
Q3 |
35% |
| 510/782 |
2010 |
Ocaña-Fernández |
The sonic imagination of children in Andalusia: A musical analysis of the TV programme «The Band» |
6 |
2 |
8 |
Q3 |
34% |
| 511/782 |
2011 |
Souza-Mayerholz |
The intervention of TV in the Chilean earthquake |
5 |
3 |
8 |
Q3 |
34% |
| 512/782 |
2008 |
Ortiz-Sobrino |
To teach the look in a multi-screen society |
5 |
3 |
8 |
Q3 |
34% |
| 513/782 |
2010 |
de-Aguilera-Moyano |
Imaginative appropriations of music in the new communicative scenarios |
5 |
3 |
8 |
Q3 |
34% |
| 514/782 |
2022 |
Mogoș |
Russian disinformation in Eastern Europe. Vaccination media frames in ro.sputnik.md |
5 |
3 |
8 |
Q3 |
34% |
| 515/782 |
2012 |
Alvarado-Miquilena |
Critical reading of media: A methodological proposal |
5 |
3 |
8 |
Q3 |
34% |
| 516/782 |
2020 |
Masilamani |
eHealth literacy of late adolescents: Credibility and quality of health information through smartphones in India |
5 |
3 |
8 |
Q3 |
34% |
| 517/782 |
2018 |
Souza-Leal |
Violence against Brazilian women in public and mediatic spheres |
4 |
4 |
8 |
Q3 |
34% |
| 518/782 |
2022 |
Menéndez-Alvarez-Hevia |
Contributions of futures studies to education: A systematic review |
4 |
4 |
8 |
Q3 |
33% |
| 519/782 |
2019 |
García-Guardia |
Educating the gifted student: Eagerness to achieve as a curricular competence |
4 |
4 |
8 |
Q3 |
33% |
| 520/782 |
2022 |
Ramírez-García |
Interdisciplinarity of scientific production on hate speech and social media: A bibliometric analysis |
4 |
4 |
8 |
Q3 |
33% |
| 521/782 |
2022 |
Manetti |
Design process for the generation of future education scenarios |
4 |
4 |
8 |
Q3 |
33% |
| 522/782 |
2021 |
Espiñeira-Bellón |
Cyber-plagiarism as digital support for the submission of academic writing |
3 |
5 |
8 |
Q3 |
33% |
| 523/782 |
2008 |
Perceval-Verde |
Oral-gestural, writing, audio, audiovisual and… digital? The five degrees of communication in education |
3 |
5 |
8 |
Q3 |
33% |
| 524/782 |
2018 |
Orosa-Roldán |
Postdrama culture in Ecuador and Spain: Methodological framework and comparative study |
2 |
6 |
8 |
Q3 |
33% |
| 525/782 |
2007 |
Ferrer-López |
Content analysis about toy’s advertisment during Christmas campaign |
7 |
0 |
7 |
Q3 |
33% |
| 526/782 |
2007 |
Zunzunegui-Díez |
The state of things: two or three things I know about film analysis |
7 |
0 |
7 |
Q3 |
32% |
| 527/782 |
2007 |
Ramos-Serrano |
Strategies of telephone companies in Spain |
7 |
0 |
7 |
Q3 |
32% |
| 528/782 |
2007 |
Rivoltella |
Italian media educational situation and challenges for the next future |
7 |
0 |
7 |
Q3 |
32% |
| 529/782 |
2011 |
Montalvo-Castro |
Audiovisual riddles to stimulate children’s creative thinking |
5 |
2 |
7 |
Q3 |
32% |
| 530/782 |
2010 |
Zagalo |
Creative game literacy. A study of interactive media based on film literacy |
5 |
2 |
7 |
Q3 |
32% |
| 531/782 |
2012 |
del-Valle-Rojas |
Media literacy and consumption of media and advertising in university students of pedagogy in Chile |
5 |
2 |
7 |
Q3 |
32% |
| 532/782 |
2017 |
Ledo-Andión |
The role of original version cinema into the European digital space |
4 |
3 |
7 |
Q3 |
32% |
| 533/782 |
2008 |
Loscertales-Abril |
Cartoon movies at home: animation films and TV |
4 |
3 |
7 |
Q3 |
32% |
| 534/782 |
2021 |
Novella-Cámara |
Children’s participation, local policy and the digital environment: Visions and uses among Spanish municipalities |
4 |
3 |
7 |
Q3 |
31% |
| 535/782 |
2008 |
Rodríguez-Vázquez |
TV and elderly people: educating or mis-educating? |
4 |
3 |
7 |
Q3 |
31% |
| 536/782 |
2022 |
Yasar-Akyar |
Special Education Teacher’s professional development through digital storytelling |
4 |
3 |
7 |
Q3 |
31% |
| 537/782 |
2010 |
Pérez-Ugena |
Violence in TV: Analysis of children´s programming |
3 |
4 |
7 |
Q3 |
31% |
| 538/782 |
2008 |
Camps-Cervera |
Anything goes? Towards an ethical look in the mass media |
3 |
4 |
7 |
Q3 |
31% |
| 539/782 |
2021 |
Su |
A web-based serious game about self-protection for COVID-19 prevention: Development and usability testing |
3 |
4 |
7 |
Q3 |
31% |
| 540/782 |
2020 |
Díaz-Bustamante |
Perceived sexualization in girls' fashion stylings: A Spain-China cross-cultural analysis |
3 |
4 |
7 |
Q3 |
31% |
| 541/782 |
2008 |
Marcellán-Baraze |
Mass media educative value: social correlations |
3 |
4 |
7 |
Q3 |
31% |
| 542/782 |
2009 |
Saleh |
Media literacy in MENA: Moving beyond the vicious cycle of oxymora |
3 |
4 |
7 |
Q3 |
30% |
| 543/782 |
2022 |
Guiñez-Cabrera |
Booktokers: Generating and sharing book content on TikTok |
2 |
5 |
7 |
Q3 |
30% |
| 544/782 |
2018 |
Mateos |
Video artivism: The poetics of symbolic conflict |
2 |
5 |
7 |
Q3 |
30% |
| 545/782 |
2007 |
Lamuedra-Graván |
Media students, professional placements, University and the learning challenge |
6 |
0 |
6 |
Q3 |
30% |
| 546/782 |
2010 |
Fouce-Rodríguez |
Technologies and media in digital music: From music market crisis to new listening practices |
6 |
0 |
6 |
Q3 |
30% |
| 547/782 |
2009 |
Morduchowicz |
When media education is state policy |
5 |
1 |
6 |
Q3 |
30% |
| 548/782 |
2020 |
Berger |
Teachers’ mediation practice: Opportunities and risks for youth media behavior |
5 |
1 |
6 |
Q3 |
30% |
| 549/782 |
2011 |
Marzal-Felici |
Consumption patterns and uses of photography in digital era among communication students |
5 |
1 |
6 |
Q3 |
29% |
| 550/782 |
2017 |
Porta-Navarro |
Music and its significance in children favourite audiovisuals |
4 |
2 |
6 |
Q3 |
29% |
| 551/782 |
2008 |
Bustamante-Bohórquez |
Towards a democratic education of the look |
4 |
2 |
6 |
Q3 |
29% |
| 552/782 |
2015 |
Muellner |
Annotations and the ancient greek hero: Past, present, and future |
3 |
3 |
6 |
Q3 |
29% |
| 553/782 |
2018 |
Díaz-Fernández |
Spies and security: Assessing the impact of animated videos on intelligence services in school children |
3 |
3 |
6 |
Q3 |
29% |
| 554/782 |
2008 |
Sánchez-Carrero |
«Infant television newscast»: learning resource in TV |
3 |
3 |
6 |
Q3 |
29% |
| 555/782 |
2010 |
Aguaded |
Media literacy training in graduate and postgraduate studies |
3 |
3 |
6 |
Q3 |
29% |
| 556/782 |
2022 |
Gonçalves |
A systematic literature review of the representations of migration in Brazil and the United Kingdom |
3 |
3 |
6 |
Q3 |
29% |
| 557/782 |
2008 |
Aguaded |
University television and public service |
3 |
3 |
6 |
Q3 |
28% |
| 558/782 |
2011 |
Quiroz-Velasco |
Television: seen, heard and read by Peruvian adolescents |
3 |
3 |
6 |
Q3 |
28% |
| 559/782 |
2022 |
Arroyave-Cabrera |
Communication bibliometric research in Latin American scientific journals (2009-2018) |
3 |
3 |
6 |
Q3 |
28% |
| 560/782 |
2008 |
Ruiz-San-Román |
TV channels social responsibility: self-regulation on TV contents during special protected schedule |
3 |
3 |
6 |
Q3 |
28% |
| 561/782 |
2020 |
Denia |
The impact of science communication on Twitter: The case of Neil deGrasse Tyson |
3 |
3 |
6 |
Q3 |
28% |
| 562/782 |
2008 |
Abellán-Fabrés |
Community dimension of media literacy |
3 |
3 |
6 |
Q3 |
28% |
| 563/782 |
2008 |
Loscertales-Abril |
Watching movies at home: an overview to family socialization |
3 |
3 |
6 |
Q3 |
28% |
| 564/782 |
2008 |
Martínez-Fresneda-Osorio |
Journalistic design, the critic reading key of the press |
2 |
4 |
6 |
Q3 |
28% |
| 565/782 |
2022 |
Taddeo |
Creators and spectators facing online information disorder. Effects of digital content production on information skills |
2 |
4 |
6 |
Q3 |
27% |
| 566/782 |
2011 |
Hirsjärvi |
Children and new media: Youth media participation. A case study of Egypt and Finland |
2 |
4 |
6 |
Q3 |
27% |
| 567/782 |
2020 |
Dagnino |
The role of supporting technologies in a mixed methods research design |
2 |
4 |
6 |
Q3 |
27% |
| 568/782 |
2012 |
Ponte |
Training graduate students as young researchers to study families’ use of media |
1 |
5 |
6 |
Q3 |
27% |
| 569/782 |
2022 |
Carbonell-Alcocer |
Educating for a sustainable future through the Circular Economy: Citizen involvement and social change |
1 |
5 |
6 |
Q3 |
27% |
| 570/782 |
2008 |
Gómez-Aguilar |
Education in mobility |
1 |
5 |
6 |
Q3 |
27% |
| 571/782 |
2007 |
Palao-Errando |
Sequential literacy: the teaching of cinema in the age of audio-visual speech |
5 |
0 |
5 |
Q3 |
27% |
| 572/782 |
2008 |
Vergara-del-Solar |
TV in the daily life of children: the case of Santiago de Chile |
3 |
2 |
5 |
Q3 |
27% |
| 573/782 |
2009 |
Sevillano-García |
Television, attitudes, and drugs in adolescents: Research on their effects |
3 |
2 |
5 |
Q3 |
26% |
| 574/782 |
2010 |
Valencia-Cerino |
The symbols and written language of users of messenger |
3 |
2 |
5 |
Q3 |
26% |
| 575/782 |
2010 |
Pastor-Pérez |
The radio dramatization of educational contents: A higher education experience |
3 |
2 |
5 |
Q3 |
26% |
| 576/782 |
2008 |
Lull |
The active pleasures of expression and communication |
3 |
2 |
5 |
Q3 |
26% |
| 577/782 |
2008 |
de-Oliveira-Soares |
The right to the screen: from media education to educommunication in Brazil |
3 |
2 |
5 |
Q3 |
26% |
| 578/782 |
2008 |
Marín-Montín |
Teaching sport with TV |
3 |
2 |
5 |
Q3 |
26% |
| 579/782 |
2021 |
Maltos-Tamez |
Digital media and university political practices in the public sphere |
3 |
2 |
5 |
Q3 |
26% |
| 580/782 |
2011 |
Marín-Murillo |
Teenagers and motherhood in the cinema: «Juno», «Precious» and «The Greatest» |
3 |
2 |
5 |
Q3 |
26% |
| 581/782 |
2008 |
Medrano-Samaniego |
Are there social stereotypes in teenagers´ viewing habits? |
2 |
3 |
5 |
Q3 |
25% |
| 582/782 |
2023 |
García-Orosa |
Algorithms and communication: A systematized literature review |
2 |
3 |
5 |
Q3 |
25% |
| 583/782 |
2022 |
Díez-Gutiérrez |
Political hate speech of the far right on Twitter in Latin America |
2 |
3 |
5 |
Q3 |
25% |
| 584/782 |
2008 |
Callejo-Gallego |
The right to access to the media: methodological reflections |
2 |
3 |
5 |
Q3 |
25% |
| 585/782 |
2010 |
Bazalgette |
Analogue sunset. The educational role of the British Film Institute, 1979-2007 |
2 |
3 |
5 |
Q3 |
25% |
| 586/782 |
2015 |
Drula |
Forms of media convergence and multimedia content . A Romanian perspective |
2 |
3 |
5 |
Q3 |
25% |
| 587/782 |
2014 |
Espinosa-Bayal |
Adolescent television consumers: Self-perceptions about their rights |
2 |
3 |
5 |
Q4 |
25% |
| 588/782 |
2008 |
Revuelta-Blanco |
Image Pedagogy: TV advertisement critical reading |
2 |
3 |
5 |
Q4 |
25% |
| 589/782 |
2010 |
Aierbe-Barandiaran |
Intimacy in television programs: Adolescents’ perception |
2 |
3 |
5 |
Q4 |
24% |
| 590/782 |
2022 |
Froment |
The relationship of Twitter with teacher credibility and motivation in university students |
1 |
4 |
5 |
Q4 |
24% |
| 591/782 |
2009 |
Martínez-Salanova-Sánchez |
The media and the meeting of cultures, in pro of cultural coexistence |
1 |
4 |
5 |
Q4 |
24% |
| 592/782 |
2008 |
Martín-Barbero |
The explosion of narratives and the multiplication of readings |
0 |
5 |
5 |
Q4 |
24% |
| 593/782 |
2007 |
Reia-Baptista |
Towards a media literacy: examples of the Portuguese speaking context |
4 |
0 |
4 |
Q4 |
24% |
| 594/782 |
2007 |
Calvo-Salvador |
Social exclusion and technology |
4 |
0 |
4 |
Q4 |
24% |
| 595/782 |
2007 |
Rodríguez-Merchán |
Cinema teaching in Spain. A historical perspective and a contemporary view |
4 |
0 |
4 |
Q4 |
24% |
| 596/782 |
2007 |
Gabelas-Barroso |
A view of media education in Spain |
4 |
0 |
4 |
Q4 |
24% |
| 597/782 |
2021 |
Tur-Porcar |
Aggressiveness, instability and social-emotional education in an inclusive environment |
3 |
1 |
4 |
Q4 |
23% |
| 598/782 |
2022 |
Salcines-Talledo |
Smartphones in Higher Education. A longitudinal qualitative study |
3 |
1 |
4 |
Q4 |
23% |
| 599/782 |
2020 |
Möller-Recondo |
New genius-entrepreneurs: Itinerary and trajectories of university educational excellence |
3 |
1 |
4 |
Q4 |
23% |
| 600/782 |
2009 |
Fernández |
Broadcast yourself: Oxymoron or media mistake? |
3 |
1 |
4 |
Q4 |
23% |
| 601/782 |
2010 |
Nogueira-Tavares |
Understanding cinema: The avant-gardes and the construction of film discourse |
2 |
2 |
4 |
Q4 |
23% |
| 602/782 |
2022 |
Rodero |
Virtual reality with distractors to overcome public speaking anxiety in university students |
2 |
2 |
4 |
Q4 |
23% |
| 603/782 |
2008 |
de-Souza |
The use of digital video in class: a pedagogical proposition |
2 |
2 |
4 |
Q4 |
23% |
| 604/782 |
2013 |
Aran-Ramspott |
The notion of violence in television fiction: Children’s interpretation |
2 |
2 |
4 |
Q4 |
23% |
| 605/782 |
2010 |
Reia-Baptista |
Film languages in the European collective memory |
2 |
2 |
4 |
Q4 |
22% |
| 606/782 |
2010 |
Suhr |
Understanding the emergence of social protocols on MySpace: Impact and its ramifications |
2 |
2 |
4 |
Q4 |
22% |
| 607/782 |
2008 |
Ubreva-Amor |
Image as a daily learning opportunity |
2 |
2 |
4 |
Q4 |
22% |
| 608/782 |
2023 |
Estanyol |
Digital competence among young people in Spain: A gender divide analysis |
2 |
2 |
4 |
Q4 |
22% |
| 609/782 |
2012 |
Gértrudix-Barrio |
Music in virtual worlds. Study on the representation spaces |
2 |
2 |
4 |
Q4 |
22% |
| 610/782 |
2016 |
Duarte-Hueros |
The audiovisual content downloads among university students |
2 |
2 |
4 |
Q4 |
22% |
| 611/782 |
2018 |
Martínez-Roa |
Perceptions and participation in community radio stations in Nariño-Colombia |
2 |
2 |
4 |
Q4 |
22% |
| 612/782 |
2012 |
Tayie |
Young people’s interaction with media in Egypt, India, Finland, Argentina and Kenya |
2 |
2 |
4 |
Q4 |
22% |
| 613/782 |
2008 |
Guerra-Liaño |
The TV: an educational tool in the context of the family |
2 |
2 |
4 |
Q4 |
21% |
| 614/782 |
2023 |
Samy-Tayie |
News literacy and online news between Egyptian and Spanish youth: Fake news, hate speech and trust in the media |
1 |
3 |
4 |
Q4 |
21% |
| 615/782 |
2022 |
Dynel |
The life of COVID-19 mask memes: A diachronic study of the pandemic memescape |
1 |
3 |
4 |
Q4 |
21% |
| 616/782 |
2008 |
Maeso-Rubio |
TV and education in values |
1 |
3 |
4 |
Q4 |
21% |
| 617/782 |
2023 |
Cazan |
Factors determining the use of e-learning and teaching satisfaction |
1 |
3 |
4 |
Q4 |
21% |
| 618/782 |
2008 |
Matos |
Watching TV with family |
1 |
3 |
4 |
Q4 |
21% |
| 619/782 |
2008 |
de-Pablos-Coello |
‘Communicative Frenzy’ as disinformation |
1 |
3 |
4 |
Q4 |
21% |
| 620/782 |
2008 |
Granado-Palma |
Another audio-visual education |
1 |
3 |
4 |
Q4 |
21% |
| 621/782 |
2008 |
Gutiérrez-Martín |
Media education in the digital age |
1 |
3 |
4 |
Q4 |
20% |
| 622/782 |
2014 |
Aguaded |
Research as a strategy for training educommunicators: Master and doctorate |
0 |
4 |
4 |
Q4 |
20% |
| 623/782 |
2007 |
Krucsay |
Media education in Austria: competence, communication, autonomy |
3 |
0 |
3 |
Q4 |
20% |
| 624/782 |
2010 |
Bruhn-Jensen |
The sounds of media. An interdisciplinary review of research on sound as communication |
3 |
0 |
3 |
Q4 |
20% |
| 625/782 |
2008 |
López-de-la-Roche |
Do young audiences learn from media? |
3 |
0 |
3 |
Q4 |
20% |
| 626/782 |
2007 |
Moro-Rodríguez |
Values education through television advertising |
3 |
0 |
3 |
Q4 |
20% |
| 627/782 |
2007 |
Palacio-Arranz |
Cultural Studies and film in Spain |
3 |
0 |
3 |
Q4 |
20% |
| 628/782 |
2011 |
García-García |
Structures and archetypal content in advertising communication |
2 |
1 |
3 |
Q4 |
19% |
| 629/782 |
2011 |
Lull |
Communicating culture: An evolutionary explanation |
2 |
1 |
3 |
Q4 |
19% |
| 630/782 |
2008 |
López-Romero |
A descriptive study of TV consumption in children in Primary and High schools |
2 |
1 |
3 |
Q4 |
19% |
| 631/782 |
2010 |
Ruiz-del-Olmo |
Language and collective identity in Buñuel. Propaganda in the film «España 1936» |
2 |
1 |
3 |
Q4 |
19% |
| 632/782 |
2009 |
Banda |
Exploring media education as civic praxis in Africa |
2 |
1 |
3 |
Q4 |
19% |
| 633/782 |
2008 |
Daolio |
Viewing comprehension: an educational experience interpreting television sports from Brazil |
2 |
1 |
3 |
Q4 |
19% |
| 634/782 |
2009 |
Akyeampong |
Making the introduction of multi-media technologies count in education reform in Africa: The case of Ghana |
2 |
1 |
3 |
Q4 |
19% |
| 635/782 |
2022 |
Palau-Sampio |
Quality recognition as a prescriber against disinformation |
2 |
1 |
3 |
Q4 |
19% |
| 636/782 |
2022 |
Baggia |
Emoticons in student-professor email communication |
2 |
1 |
3 |
Q4 |
18% |
| 637/782 |
2009 |
Das |
Media education as a development project: Connecting emancipatory interests and governance in India |
1 |
2 |
3 |
Q4 |
18% |
| 638/782 |
2021 |
Picado-Arce |
Drivers for the development of computational thinking in Costa Rican students |
1 |
2 |
3 |
Q4 |
18% |
| 639/782 |
2019 |
Castelló-Tarrida |
The role of knowledge structures in adult excellence. An approach from expert functioning |
1 |
2 |
3 |
Q4 |
18% |
| 640/782 |
2022 |
Febro-Naga |
Exploring cyber violence against women and girls in the Philippines through Mining Online News |
1 |
2 |
3 |
Q4 |
18% |
| 641/782 |
2022 |
Casadellà |
Imagination, education for the future and democratic culture: Educational policies in the Iberian Peninsula |
1 |
2 |
3 |
Q4 |
18% |
| 642/782 |
2009 |
Neitzel |
Investigating the reading process by means of collaborative environment |
1 |
2 |
3 |
Q4 |
18% |
| 643/782 |
2009 |
Cheung |
Education reform as an agent of change: The development of media literacy in Hong Kong during the last decade |
1 |
2 |
3 |
Q4 |
18% |
| 644/782 |
2009 |
Jeong |
History, policy, and practices of media education in South Korea |
1 |
2 |
3 |
Q4 |
17% |
| 645/782 |
2008 |
Luna |
Audiovisual education to promote multiple competences |
1 |
2 |
3 |
Q4 |
17% |
| 646/782 |
2015 |
Recalde-Viana |
Telecommunication industry contributions to child online protection |
1 |
2 |
3 |
Q4 |
17% |
| 647/782 |
2009 |
Opertti |
Curricular contribution to media education: A work in progress |
1 |
2 |
3 |
Q4 |
17% |
| 648/782 |
2008 |
Rosique-Cedillo |
The TV viewers associations facing the audiovisual communication challenge |
1 |
2 |
3 |
Q4 |
17% |
| 649/782 |
2008 |
Herrera-Damas |
The newsombudsman as an instrument for media education |
1 |
2 |
3 |
Q4 |
17% |
| 650/782 |
2008 |
González-Oñate |
«Cuatro»: the new strategy of television trademark to connect with young people |
0 |
3 |
3 |
Q4 |
17% |
| 651/782 |
2007 |
Gómez-Tarín |
Cinematographic narrative and education for cinema |
2 |
0 |
2 |
Q4 |
17% |
| 652/782 |
2012 |
Martínez-Martínez |
Color in child espots: Chromatic prevalence and relation with the brand logo |
2 |
0 |
2 |
Q4 |
16% |
| 653/782 |
2007 |
Bazalgette |
Media education in the UK |
2 |
0 |
2 |
Q4 |
16% |
| 654/782 |
2023 |
Barroso-Moreno |
Big Data and Business Intelligence on Twitter and Instagram for digital inclusion |
2 |
0 |
2 |
Q4 |
16% |
| 655/782 |
2008 |
Aguaded |
|
2 |
0 |
2 |
Q4 |
16% |
| 656/782 |
2020 |
Turan |
To-friend or not-to-friend with teachers on SNSs: University students' perspectives |
2 |
0 |
2 |
Q4 |
16% |
| 657/782 |
2007 |
Bevort |
Media education in France: a hard consolidation with good prospects |
2 |
0 |
2 |
Q4 |
16% |
| 658/782 |
2023 |
Peña-Fernández |
Feminism, gender identity and polarization in TikTok and Twitter |
2 |
0 |
2 |
Q4 |
16% |
| 659/782 |
2015 |
Cornelio-Marí |
Mexican children and American cartoons: Foreign references in animation |
2 |
0 |
2 |
Q4 |
16% |
| 660/782 |
2011 |
Avendaño-Ruz |
Television and its new expressions |
1 |
1 |
2 |
Q4 |
15% |
| 661/782 |
2008 |
Orozco-Gómez |
Audiences and screens in America |
1 |
1 |
2 |
Q4 |
15% |
| 662/782 |
2020 |
Lerma-Noriega |
InContext: A mobile application for the improvement of learning strategies at University |
1 |
1 |
2 |
Q4 |
15% |
| 663/782 |
2021 |
Mariën |
Coping with distress among adolescents: Effectiveness of personal narratives on support websites |
1 |
1 |
2 |
Q4 |
15% |
| 664/782 |
2009 |
Hernando-Gómez |
A WebQuest for vocational guidance in High Schools |
1 |
1 |
2 |
Q4 |
15% |
| 665/782 |
2009 |
Salomon |
The role of broadcasting regulation in media literacy |
1 |
1 |
2 |
Q4 |
15% |
| 666/782 |
2008 |
Grupo-Spectus |
Creative analysis of publicity in virtual environments |
1 |
1 |
2 |
Q4 |
15% |
| 667/782 |
2008 |
Rodríguez-Fuentes |
Watching TV with visual impaired children |
1 |
1 |
2 |
Q4 |
15% |
| 668/782 |
2009 |
Orhon |
Media education in Turkey: Toward a multi-stakeholder framework |
1 |
1 |
2 |
Q4 |
14% |
| 669/782 |
2008 |
Sánchez-Igual |
Education is in the hands of four actors: parents, teachers, children and TV |
1 |
1 |
2 |
Q4 |
14% |
| 670/782 |
2008 |
Torres-Lana |
The deceitful sight: audiovisual dictatorship and democratic counterpower |
1 |
1 |
2 |
Q4 |
14% |
| 671/782 |
2008 |
Moreno-García |
Values education in childhood TV programmes |
1 |
1 |
2 |
Q4 |
14% |
| 672/782 |
2009 |
Naji |
Media education issues for professionals and citizens: Bridging the divides in countries of the South |
1 |
1 |
2 |
Q4 |
14% |
| 673/782 |
2013 |
Mañana-Rodríguez |
The multidisciplinarity in Spanish and foreign communication journals |
1 |
1 |
2 |
Q4 |
14% |
| 674/782 |
2022 |
Castellví |
Futures education: Curriculum and educational practices in Australia, Spain, and Chile |
0 |
2 |
2 |
Q4 |
14% |
| 675/782 |
2008 |
Hidalgo-Rodríguez |
Aesthetic education in television animation |
0 |
2 |
2 |
Q4 |
14% |
| 676/782 |
2008 |
Berlanga-Fernández |
Informative programmes related to the mystery journalism: rubbish TV or informative rigour? |
0 |
2 |
2 |
Q4 |
13% |
| 677/782 |
2009 |
Wilson |
Implementing mandates in media education: The Ontario experience |
0 |
2 |
2 |
Q4 |
13% |
| 678/782 |
2008 |
Chacón-Gordillo |
The use of women as sex objects in advertising |
0 |
2 |
2 |
Q4 |
13% |
| 679/782 |
2008 |
Gordillo-Álvarez |
TV and strategies to promote consumption among young girls |
1 |
0 |
1 |
Q4 |
13% |
| 680/782 |
2009 |
Prieto-Cruz |
Information sources and drugs consumption. TV: A risk factor in schoolchildren |
1 |
0 |
1 |
Q4 |
13% |
| 681/782 |
2007 |
Llorente-Cejudo |
Towards e-learning from free software. Moodle like a Learning Managament System (LMS) within reach of all |
1 |
0 |
1 |
Q4 |
13% |
| 682/782 |
2007 |
Ginesta-Portet |
Values in sport: a pedagogical experience with the football match Barça-Madrid |
1 |
0 |
1 |
Q4 |
13% |
| 683/782 |
2023 |
De Coninck |
Gendered perspectives on digital skills and digital activities: Comparing non-binary and binary youth |
1 |
0 |
1 |
Q4 |
13% |
| 684/782 |
2008 |
Reia-Baptista |
Who sees what? Contributions for an open debate about television in the context of media literacy |
1 |
0 |
1 |
Q4 |
12% |
| 685/782 |
2008 |
Aguaded |
|
1 |
0 |
1 |
Q4 |
12% |
| 686/782 |
2007 |
Ruano-López |
Culture and television. A controversial relation |
1 |
0 |
1 |
Q4 |
12% |
| 687/782 |
2008 |
Aguilar-González |
Transverse readings: how to build critical audiences |
1 |
0 |
1 |
Q4 |
12% |
| 688/782 |
2023 |
Calvera-Isabal |
How to automate the extraction and analysis of information for educational purposes |
1 |
0 |
1 |
Q4 |
12% |
| 689/782 |
2007 |
Clarembeaux |
Media education in the French Community of Belgium |
1 |
0 |
1 |
Q4 |
12% |
| 690/782 |
2008 |
Clarembeaux |
The critical education of young people about TV: countries in northern and central Europe |
1 |
0 |
1 |
Q4 |
12% |
| 691/782 |
2007 |
Álvarez-Suárez |
Newspapers as a didactic resource for the environmental education |
1 |
0 |
1 |
Q4 |
12% |
| 692/782 |
2008 |
Soto-Romero |
Educating the sight and the audiovisual writing |
1 |
0 |
1 |
Q4 |
11% |
| 693/782 |
2023 |
García-Marín |
(Un)founded fear towards the algorithm: YouTube recommendations and polarisation |
1 |
0 |
1 |
Q4 |
11% |
| 694/782 |
2007 |
Kickert |
Media education in Luxembourg |
1 |
0 |
1 |
Q4 |
11% |
| 695/782 |
2023 |
Contreras |
Digital media use on school civic engagement: A parallel mediation model |
1 |
0 |
1 |
Q4 |
11% |
| 696/782 |
2007 |
Raposo-Rivas |
Didactic use of web page pertaining to department in Secondary Schools |
1 |
0 |
1 |
Q4 |
11% |
| 697/782 |
2008 |
de-Oliveira-Soares |
The right to screens: from media education to educommunication in Brazil |
0 |
1 |
1 |
Q4 |
11% |
| 698/782 |
2022 |
Castillo-Zúñiga |
Detection of traits in students with suicidal tendencies on Internet applying Web Mining |
0 |
1 |
1 |
Q4 |
11% |
| 699/782 |
2023 |
Ojeda |
Even if they don't say it to you, it hurts too: Internalized homonegativity in LGBTQ+ cyberbullying among adolescents |
0 |
1 |
1 |
Q4 |
11% |
| 700/782 |
2008 |
Borges |
Portuguese RTP2 and the promotion of media education |
0 |
1 |
1 |
Q4 |
10% |
| 701/782 |
2008 |
Fernández-Baena |
Educational TV and teachers: an impossible relationship? |
0 |
1 |
1 |
Q4 |
10% |
| 702/782 |
2008 |
Jacks |
Reception studies and cultural identity |
0 |
1 |
1 |
Q4 |
10% |
| 703/782 |
2008 |
Rodríguez-Mateos |
The consumption of television: a big show |
0 |
1 |
1 |
Q4 |
10% |
| 704/782 |
2022 |
Cavalcante-Pimentel |
Learning strategies through digital games in a university context |
0 |
1 |
1 |
Q4 |
10% |
| 705/782 |
2010 |
de-Aguilera-Moyano |
Mediations in the new digital landscape. Music and screens |
0 |
1 |
1 |
Q4 |
10% |
| 706/782 |
2008 |
Azaústre-Serrano |
Learn to observe: «The Boarding School», a proposal for developing critical thinking |
0 |
1 |
1 |
Q4 |
10% |
| 707/782 |
2022 |
Cabrera-Rodríguez |
Invisibilised human rights: Trafficking in human beings in the media in Spain |
0 |
1 |
1 |
Q4 |
9% |
| 708/782 |
2008 |
Linde-Navas |
TV as an instrument of moral education for democratic citizenship |
0 |
0 |
0 |
Q4 |
9% |
| 709/782 |
2008 |
Novelli-Osorio |
Television of proximity and audiovisual literacy |
0 |
0 |
0 |
Q4 |
9% |
| 710/782 |
2010 |
Grimshaw |
Player relationships as mediated through sound in immersive multi-player computer games |
0 |
0 |
0 |
Q4 |
9% |
| 711/782 |
2008 |
Lamuedra-Graván |
How to educate the gaze and manufacture the news: the citizen in the BBC broadcast information |
0 |
0 |
0 |
Q4 |
9% |
| 712/782 |
2008 |
Reigosa-York |
Relations between school and TV: making visible the invisible |
0 |
0 |
0 |
Q4 |
9% |
| 713/782 |
2023 |
Hidalgo-Muñoz |
Application of neurotechnology in students with ADHD: An umbrella review |
0 |
0 |
0 |
Q4 |
9% |
| 714/782 |
2023 |
Malo-Cerrato |
Psychosocial factors and low-risk behaviour in ICT use among adolescents |
0 |
0 |
0 |
Q4 |
9% |
| 715/782 |
2008 |
Aguaded-Gómez |
The family and the children’s consumption of television: orientations and proposals |
0 |
0 |
0 |
Q4 |
8% |
| 716/782 |
2008 |
Boza-Osuna |
Teaching how to watch TV, an outstanding subject |
0 |
0 |
0 |
Q4 |
8% |
| 717/782 |
2008 |
Martínez-Rodrigo |
The impact of the screen codes |
0 |
0 |
0 |
Q4 |
8% |
| 718/782 |
2008 |
Vera-Aranda |
Teaching to watch television with a critical spirit |
0 |
0 |
0 |
Q4 |
8% |
| 719/782 |
2008 |
Cruz-Díaz |
Social and educational features in children´s TV programming: «La Banda» at the Radio and Television of Andalucía |
0 |
0 |
0 |
Q4 |
8% |
| 720/782 |
2008 |
Díaz-Gómez |
Hypermedia project: TV magnifying glass |
0 |
0 |
0 |
Q4 |
8% |
| 721/782 |
2008 |
Nunes |
TV online: different ways to watch and interpret |
0 |
0 |
0 |
Q4 |
8% |
| 722/782 |
2008 |
Pereira |
Backstage of TV for children: criteria underlying programming construction |
0 |
0 |
0 |
Q4 |
8% |
| 723/782 |
2008 |
Mariana-Fernández |
Why teaching to watch TV? |
0 |
0 |
0 |
Q4 |
7% |
| 724/782 |
2010 |
wa-Mukuma |
The role of musical instruments in the globalization of music |
0 |
0 |
0 |
Q4 |
7% |
| 725/782 |
2008 |
Ruiz-Trujillo |
Educative TV or TV-sitter?: attitudes towards the current TV |
0 |
0 |
0 |
Q4 |
7% |
| 726/782 |
2023 |
Soengas-Pérez |
The credibility of newscasts in public service media in Spain |
0 |
0 |
0 |
Q4 |
7% |
| 727/782 |
2008 |
Romero-Carmona |
The reception of soap operas and the genre perspective |
0 |
0 |
0 |
Q4 |
7% |
| 728/782 |
2023 |
Duan |
The student self-assessment paradigm in MOOC: An example in Chinese higher education |
0 |
0 |
0 |
Q4 |
7% |
| 729/782 |
2021 |
Ye |
The effects of children’s Internet use: A Chinese longitudinal study |
0 |
0 |
0 |
Q4 |
7% |
| 730/782 |
2008 |
Bacher |
School and TV: love and mistrust in a liquid environment |
0 |
0 |
0 |
Q4 |
7% |
| 731/782 |
2009 |
Waheed-Khan |
Foreword |
0 |
0 |
0 |
Q4 |
6% |
| 732/782 |
2008 |
Pavón-Rabasco |
Teaching to watch family from the school and the family |
0 |
0 |
0 |
Q4 |
6% |
| 733/782 |
2008 |
Cabrera-González |
Television consumption and profiles of the hearings: a customized way to watch TV |
0 |
0 |
0 |
Q4 |
6% |
| 734/782 |
2008 |
Roel-Vecino |
TV, contents and childhood: keys to teach TV watching |
0 |
0 |
0 |
Q4 |
6% |
| 735/782 |
2022 |
Sánchez-Reina |
The COVID-19 infodemic among young people and adults: The support of critical media literacy |
0 |
0 |
0 |
Q4 |
6% |
| 736/782 |
2008 |
Vicente-Mariño |
Screens’ societies: potentialities and limits for media education |
0 |
0 |
0 |
Q4 |
6% |
| 737/782 |
2008 |
Alvarado-Miquilena |
Learning to watch TV: from virtual to specialization in the creative use of TV |
0 |
0 |
0 |
Q4 |
6% |
| 738/782 |
2008 |
Martínez-Salanova-Sánchez |
The yellow press |
0 |
0 |
0 |
Q4 |
6% |
| 739/782 |
2023 |
Cuervo-Sánchez |
The four P's on the Internet: Pornography, plagiarism, piracy and permission |
0 |
0 |
0 |
Q4 |
5% |
| 740/782 |
2008 |
Jiménez-Palacio |
Pass in language, maths... and TV |
0 |
0 |
0 |
Q4 |
5% |
| 741/782 |
2008 |
Torrent |
Commercialized childhood |
0 |
0 |
0 |
Q4 |
5% |
| 742/782 |
2023 |
García-Beaudoux |
Female political leadership styles as shown on Instagram during COVID-19 |
0 |
0 |
0 |
Q4 |
5% |
| 743/782 |
2008 |
Pulido-Rodríguez |
Educating our ways of viewing through the dialogue |
0 |
0 |
0 |
Q4 |
5% |
| 744/782 |
2023 |
Serrano-Mamolar |
Towards learner performance evaluation in iVR learning environments using eye-tracking and Machine-learning |
0 |
0 |
0 |
Q4 |
5% |
| 745/782 |
2008 |
Bevort |
Education on TV in France |
0 |
0 |
0 |
Q4 |
5% |
| 746/782 |
2023 |
Tariq |
Political empowerment among young voters: Social media, partisanship and the moderating role of political interest |
0 |
0 |
0 |
Q4 |
5% |
| 747/782 |
2008 |
Funes |
Intelligent audiences: a possible challenge |
0 |
0 |
0 |
Q4 |
4% |
| 748/782 |
2023 |
Golob |
Parents' meta-reflexivity benefits media education of children |
0 |
0 |
0 |
Q4 |
4% |
| 749/782 |
2008 |
Martínez-González |
TV and reality: a proposal for teachers´ training |
0 |
0 |
0 |
Q4 |
4% |
| 750/782 |
2008 |
Rivoltella |
TV and children in Italy: experiences on teaching television |
0 |
0 |
0 |
Q4 |
4% |
| 751/782 |
2008 |
Moreno-Rodríguez |
Spain: bottom of the league regarding quality TV |
0 |
0 |
0 |
Q4 |
4% |
| 752/782 |
2008 |
Saavedra-Inaraja |
Teaching to watch TV as part of «Education for the Citizenship» |
0 |
0 |
0 |
Q4 |
4% |
| 753/782 |
2023 |
Juárez-Varón |
Analysis of stress, attention, interest, and engagement in onsite and online higher education: A neurotechnological... |
0 |
0 |
0 |
Q4 |
4% |
| 754/782 |
2021 |
Miller |
The hero and the shadow: Myths in digital social movements |
0 |
0 |
0 |
Q4 |
4% |
| 755/782 |
2023 |
Regueira |
Selfies and videos of teenagers: The role of gender, territory, and sociocultural level |
0 |
0 |
0 |
Q4 |
3% |
| 756/782 |
2008 |
Comín-Oliver |
TV is not Mary Poppins |
0 |
0 |
0 |
Q4 |
3% |
| 757/782 |
2022 |
Sierra-Rodríguez |
Twitter and human trafficking: Purposes, actors and topics in the Spanish-speaking scene |
0 |
0 |
0 |
Q4 |
3% |
| 758/782 |
2008 |
Méndez-Garrido |
Teaching to watch TV is our business |
0 |
0 |
0 |
Q4 |
3% |
| 759/782 |
2008 |
Masegosa-Hernández |
Information on TV: youngsters should also be taken into account |
0 |
0 |
0 |
Q4 |
3% |
| 760/782 |
2023 |
Duarte |
Digital empathy in online education: A comparison study between Portugal and Romania |
0 |
0 |
0 |
Q4 |
3% |
| 761/782 |
2010 |
Martínez-Salanova-Sánchez |
European cinema, memory of Europe |
0 |
0 |
0 |
Q4 |
3% |
| 762/782 |
2008 |
Hernández-Díaz |
Methodological proposal to educate in mediations |
0 |
0 |
0 |
Q4 |
3% |
| 763/782 |
2008 |
Maturana |
Television literacy at the «kindergarden» |
0 |
0 |
0 |
Q4 |
2% |
| 764/782 |
2008 |
Vicente-Encinas |
TV is our business |
0 |
0 |
0 |
Q4 |
2% |
| 765/782 |
2008 |
Huergo |
The formative relevance of screens |
0 |
0 |
0 |
Q4 |
2% |
| 766/782 |
2023 |
Sáiz-Manzanares |
Application and challenges of eye tracking technology in Higher Education |
0 |
0 |
0 |
Q4 |
2% |
| 767/782 |
2023 |
Martínez-Serrano |
Let’s talk series: Binge-watching vs. marathon. The duality in the consumption of episodes from the Grounded Theory |
0 |
0 |
0 |
Q4 |
2% |
| 768/782 |
2019 |
Villareal-Romero |
Children with grand Imaginaries: Bringing them closer to the world of science |
0 |
0 |
0 |
Q4 |
2% |
| 769/782 |
2008 |
Peralta-Ferreyra |
TV: responsibility in socialization |
0 |
0 |
0 |
Q4 |
2% |
| 770/782 |
2008 |
Marín-Díaz |
TV and family: working together for the education? |
0 |
0 |
0 |
Q4 |
2% |
| 771/782 |
2023 |
Fernandes-de-Oliveira |
The COVID-19 vaccine on Facebook: A study of emotions expressed by the Brazilian public |
0 |
0 |
0 |
Q4 |
1% |
| 772/782 |
2008 |
Barbosa-da-Silva |
Child-school-TV and their relationship in the readings of the world |
0 |
0 |
0 |
Q4 |
1% |
| 773/782 |
2008 |
de-Oliveira-Souza |
Chalk, camera, action: an experiment in reading and production of the image for teachers´ training |
0 |
0 |
0 |
Q4 |
1% |
| 774/782 |
2008 |
Monescillo-Palomo |
Psychopedagogic orientation for learning and teaching to watch TV |
0 |
0 |
0 |
Q4 |
1% |
| 775/782 |
2023 |
García-Monge |
Potentialities and limitations of the use of EEG devices in educational contexts |
0 |
0 |
0 |
Q4 |
1% |
| 776/782 |
2008 |
Rius-Sanchis |
The «TV baby sitter» phenomenon as a modern cathodic «Super-nanny» |
0 |
0 |
0 |
Q4 |
1% |
| 777/782 |
2008 |
Fernández-Martínez |
Apocalyptics: means and ends |
0 |
0 |
0 |
Q4 |
1% |
| 778/782 |
2008 |
Quintão-Carneiro |
Readings of TV from teenagers storyboards |
0 |
0 |
0 |
Q4 |
1% |
| 779/782 |
2008 |
González-Sánchez |
Screens we see, societies we unknow |
0 |
0 |
0 |
Q4 |
1% |
| 780/782 |
2010 |
Martínez-Salanova-Sánchez |
Stories: The history of music that comes and goes |
0 |
0 |
0 |
Q4 |
1% |
| 781/782 |
2023 |
Serrate-González |
Onlife identity: The question of gender and age in teenagers' online behaviour |
0 |
0 |
0 |
Q4 |
1% |
| 782/782 |
2008 |
Olascoaga |
Formation of the critical consciousness regarding mass media in Uruguay |
0 |
0 |
0 |
Q4 |
1% |
