| The promises and challenges of artificial intelligence for teachers: A systematic review of research I Celik, M Dindar, H Muukkonen, S Järvelä TechTrends 66 (4), 616-630, 2022 | 177 | 2022 |
| Teachers’ views about effective use of technology in classrooms SDB Erişti, AA Kurt, M Dindar Turkish online journal of qualitative inquiry 3 (2), 30-41, 2012 | 117 | 2012 |
| An empirical study on gender, video game play, academic success and complex problem solving skills M Dindar Computers & Education 125, 39-52, 2018 | 102 | 2018 |
| Görsel algı kuramlarına dayalı etkileşimli bir öğretim ortamı tasarımı ve ortama ilişkin öğrenci görüşleri SD Erişti, B Uluuysal, M Dindar Anadolu Journal of Educational Sciences International 3 (1), 47-66, 2013 | 96 | 2013 |
| Effects of multitasking on retention and topic interest M Dindar, Y Akbulut Learning and Instruction 41, 94-105, 2016 | 90 | 2016 |
| Multimodal data indicators for capturing cognitive, motivational, and emotional learning processes: A systematic literature review O Noroozi, HJ Pijeira-Díaz, M Sobocinski, M Dindar, S Järvelä, ... Education and Information Technologies 25, 5499-5547, 2020 | 68 | 2020 |
| An experimental study on the effects of gamified cooperation and competition on English vocabulary learning M Dindar, L Ren, H Järvenoja British Journal of Educational Technology 52 (1), 142-159, 2021 | 66 | 2021 |
| Comparing technology acceptance of K‐12 teachers with and without prior experience of learning management systems: A Covid‐19 pandemic study M Dindar, A Suorsa, J Hermes, P Karppinen, P Näykki Journal of computer assisted learning 37 (6), 1553-1565, 2021 | 65 | 2021 |
| Examining shared monitoring in collaborative learning: A case of a recurrence quantification analysis approach M Dindar, I Alikhani, J Malmberg, S Järvelä, T Seppänen Computers in Human Behavior 100, 335-344, 2019 | 54 | 2019 |
| What does physiological synchrony reveal about metacognitive experiences and group performance? M Dindar, S Järvelä, E Haataja British Journal of Educational Technology 51 (5), 1577-1596, 2020 | 51 | 2020 |
| Motivational characteristics of Turkish MMORPG players M Dindar, Y Akbulut Computers in Human Behavior 33, 119-125, 2014 | 48 | 2014 |
| Matching self-reports with electrodermal activity data: Investigating temporal changes in self-regulated learning M Dindar, J Malmberg, S Järvelä, E Haataja, PA Kirschner Education and Information Technologies 25, 1785-1802, 2020 | 47 | 2020 |
| Role of self-efficacy and social appearance anxiety on gaming motivations of MMOFPS players M Dindar, Y Akbulut Computers & Education 81, 26-34, 2015 | 46 | 2015 |
| Interplay of metacognitive experiences and performance in collaborative problem solving M Dindar, S Järvelä, H Järvenoja Computers & Education 154, 103922, 2020 | 45 | 2020 |
| # IUseTwitterBecause: content analytic study of a trending topic in Twitter M Dindar, N Dulkadir Yaman Information Technology & People 31 (1), 256-277, 2018 | 44 | 2018 |
| Individuals in a group: Metacognitive and regulatory predictors of learning achievement in collaborative learning E Haataja, M Dindar, J Malmberg, S Järvelä Learning and Individual Differences 96, 102146, 2022 | 40 | 2022 |
| How does monitoring set the stage for adaptive regulation or maladaptive behavior in collaborative learning? M Sobocinski, S Järvelä, J Malmberg, M Dindar, A Isosalo, K Noponen Metacognition and Learning 15, 99-127, 2020 | 40 | 2020 |
| Measuring cognitive load in test items: Static graphics versus animated graphics M Dindar, I Kabakçı Yurdakul, Fİ Dönmez Journal of Computer Assisted Learning 31 (2), 148-161, 2015 | 40 | 2015 |
| Do people play MMORPGs for extrinsic or intrinsic rewards? M Dindar Telematics and Informatics 35 (7), 1877-1886, 2018 | 35 | 2018 |
| Why do pre-service teachers quit Facebook? An investigation on ‘quitters forever’and ‘quitters for a while’ M Dindar, Y Akbulut Computers in Human Behavior 39, 170-176, 2014 | 32 | 2014 |
