Learning and Instruction

Aims & Scope

As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching.

The journal welcomes original empirical investigations.

The papers may represent a variety of theoretical perspectives and different methodological approaches.

They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies.

The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	4.9

SJR (SCImago Journal Rank)

Year	Value
2024	2.236

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	153

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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.

• Cognitive load theory, learning difficulty, and instructional design

  Citation: 2210

  Authors: John

• DeFT: A conceptual framework for considering learning with multiple representations

  Citation: 1042

  Authors: Shaaron

• Adding immersive virtual reality to a science lab simulation causes more presence but less learning

  Citation: 973

  Authors: Guido, Thomas S., Richard E.

• Effects of problem-based learning: a meta-analysis

  Citation: 969

  Authors: Filip, Mien, Piet, David

• Capturing and modeling the process of conceptual change

  Citation: 838

  Authors: Stella

• The promise of multimedia learning: using the same instructional design methods across different media

  Citation: 723

  Authors: Richard E.

• School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective

  Citation: 688

  Authors: Ming-Te, Jacquelynne S.

• Instructional animation versus static pictures: A meta-analysis

  Citation: 688

  Authors: Tim N., Detlev

• A reconceptualisation of the research into university academics' conceptions of teaching

  Citation: 682

  Authors: David

• Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students

  Citation: 682

  Authors: Monique

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