Journal of the Learning Sciences

Aims & Scope

Journal of the Learning Sciences (JLS) is one of the two official journals of the International Society of the Learning Sciences ( www.isls.org).

JLS provides a multidisciplinary forum for research on education and learning that informs theories of how people learn and the design of learning environments.

It publishes research that elucidates processes of learning, and the ways in which technologies, instructional practices, and learning environments can be designed to support learning in different contexts.

JLS articles draw on theoretical frameworks from such diverse fields as cognitive science, sociocultural theory, educational psychology, computer science, and anthropology.

Submissions are not limited to any particular research method, but must be based on rigorous analyses that present new insights into how people learn and/or how learning can be supported and enhanced.

Successful submissions should position their argument within extant literature in the learning sciences.

They should reflect the core practices and foci that have defined the learning sciences as a field: privileging design in methodology and pedagogy; emphasizing interdisciplinarity and methodological innovation; grounding research in real-world contexts; answering questions about learning process and mechanism, alongside outcomes; pursuing technological and pedagogical innovation; and maintaining a strong connection between research and practice.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	3.9
2024	3.00

Journal Rank

Year	Value
2024	2842

Journal Citation Indicator

Year	Value
2024	317

SJR (SCImago Journal Rank)

Year	Value
2024	1.361

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	115

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Psychology and Social Sciences, designed to support cutting-edge academic discovery.

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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.

• Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings

  Citation: 2101

  Authors: Ann L.

• Interaction Analysis: Foundations and Practice

  Citation: 1640

  Authors: Brigitte, Austin

• Design-Based Research: Putting a Stake in the Ground

  Citation: 1410

  Authors: Sasha, Kurt

• Quantifying Qualitative Analyses of Verbal Data: A Practical Guide

  Citation: 1096

  Authors: Michelene T.H.

• Cognitive Tutors: Lessons Learned

  Citation: 1059

  Authors: John R., Albert T., Kenneth R., Ray.

• Design Research: Theoretical and Methodological Issues

  Citation: 1009

  Authors: Allan, Diana, Katerine

• Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition

  Citation: 986

  Authors: John P., Andrea A., Jeremy

• Computer Support for Knowledge-Building Communities

  Citation: 956

  Authors: Marlene, Carl

• When Smart Groups Fail

  Citation: 948

  Authors: Brigid

• Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work

  Citation: 674

  Authors: Brian J.

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