Aims & Scope
Computers & Education aims to increase knowledge and understanding of ways in which digital technology can enhance education, through the publication of high-quality research, which extends theory and practice.
The Editors welcome research papers on the pedagogical uses of digital technology, where the focus is broad enough to be of interest to a wider education community.
We do not publish small-scale evaluations of specific software/systems in specialist domains or particular courses in individual institutions (unless the findings have broader relevance that is explicitly drawn out in the paper).
Papers that include discussions of the implementation of software and/or hardware should focus on the context of use, the user/system interface, usability issues and evaluations of the user experience and impacts on and particularly on the implications for learning and teaching.
Computers as a delivery platform only is insufficient.
Detailed information on implementation architecture should NOT be included in the paper, but may be provided via URLs.
We welcome systematic review papers and meta-analyses that include clear research questions, a framework of analysis, and conclusions that reflect the aims of the paper.
See PRISMA guidelines for further advice (here).
Authors should take care to refer to and abide by the author guidelines.
Papers that do not address the criteria outlined in the author guidelines will be returned without review.
View Aims & ScopeMetrics & Ranking
Impact Factor
| Year | Value |
|---|---|
| 2025 | 10.5 |
SJR (SCImago Journal Rank)
| Year | Value |
|---|---|
| 2024 | 3.343 |
Quartile
| Year | Value |
|---|---|
| 2024 | Q1 |
h-index
| Year | Value |
|---|---|
| 2024 | 253 |
Impact Factor Trend
Abstracting & Indexing
Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.
Subjects & Keywords
Journal’s research areas, covering key disciplines and specialized sub-topics in Computer Science and Social Sciences, designed to support cutting-edge academic discovery.
Most Cited Articles
The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.
-
A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda
Citation: 1966
Authors: Jaziar, Tim A., Jennifer, Isabell
-
A systematic literature review of empirical evidence on computer games and serious games
Citation: 1917
Authors: Thomas M., Elizabeth A., Ewan, Thomas, James M.
-
Current status, opportunities and challenges of augmented reality in education
Citation: 1667
Authors: Hsin-Kai, Silvia Wen-Yu, Hsin-Yi, Jyh-Chong
-
What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction
Citation: 1520
Authors: Pei-Chen, Ray J., Glenn, Yueh-Yang, Dowming
-
Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis
Citation: 1227
Authors: Zahira, Ernest T., Lauren, Wendy, Trina J.
-
Gamifying learning experiences: Practical implications and outcomes
Citation: 1208
Authors: Adrián, Joseba, Luis, Luis, Carmen, José-Javier
-
Teacher beliefs and technology integration practices: A critical relationship
Citation: 1165
Authors: Peggy A., Anne T., Olgun, Emine, Polat
-
Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance
Citation: 1159
Authors: Michael D., Jesse
-
The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education
Citation: 1064
Authors: Ronny, Fazilat, Jo