International Conference on Computer Supported Education (CSEDU)

This ranking presents a comprehensive evaluation of leading scientific conferences in the field of Social Sciences and Humanities. Compiled by Research.com, a prominent platform recognized for offering reliable scientific data and insights across all major research domains since 2014, the ranking is designed to provide both researchers and institutions with a credible benchmark of academic excellence within this diverse field.

Conference positions within this ranking are determined using a unique bibliometric score, specifically developed by Research.com. This score integrates the estimated h-index and the count of distinguished scientists who have presented at each conference over the preceding three years, ensuring a robust and multidimensional measure of conference impact and influence.

The current edition of the ranking includes Impact Score values recorded as of 2024-11-27. To ensure the accuracy and depth of this analysis, more than 450 conferences were meticulously selected for evaluation following a comprehensive review process. This selection was based on an extensive examination of over 1,700 scientific documents published in the last three years by a cohort of 6,602 leading and highly respected scientists active in Social Sciences and Humanities.

We invite you to explore the full list and encourage all users seeking more information on our rigorous methodology to visit our Methodology Page.

Papers citation over time

A key indicator for each conference is its effectiveness in reaching other researchers with the papers published at that venue.

The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.

Top authors and change over time

The top authors publishing at International Conference on Computer Supported Education (based on the number of publications) are:

• Shigenori Inagaki (20 papers) published 1 paper at the last edition, 5 less than at the previous edition,
• Fusako Kusunoki (19 papers) published 1 paper at the last edition, 5 less than at the previous edition,
• David Kaufman (16 papers) published 3 papers at the last edition, 1 more than at the previous edition,
• Ulrik Schroeder (15 papers) published 3 papers at the last edition, 1 more than at the previous edition,
• Ryohei Egusa (13 papers) published 1 paper at the last edition, 5 less than at the previous edition.

The overall trend for top authors publishing at this conference is outlined below. The chart shows the number of publications at each edition of the conference for top authors.

Top affiliations and change over time

Only papers with recognized affiliations are considered

The top affiliations publishing at International Conference on Computer Supported Education (based on the number of publications) are:

• Open University (28 papers) published 1 paper at the last edition, 2 less than at the previous edition,
• Fraunhofer Society (24 papers) published 2 papers at the last edition,
• Kobe University (20 papers) published 1 paper at the last edition, 5 less than at the previous edition,
• University of Jyväskylä (20 papers) absent at the last edition,
• RWTH Aachen University (19 papers) published 3 papers at the last edition, 1 more than at the previous edition.

The overall trend for top affiliations publishing at this conference is outlined below. The chart shows the number of publications at each edition of the conference for top affiliations.

Publication chance based on affiliation

The publication chance index shows the ratio of articles published by the best research institutions at the conference edition to all articles published within that conference. The best research institutions were selected based on the largest number of articles published during all editions of the conference.

The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.

During the most recent 2019 edition, 11.43% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 10.32% were posted by at least one author from the top 10 institutions publishing at the conference. Another 3.23% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 12.26% of all publications and 74.19% were from other institutions.

Returning Authors Index

A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of conferences they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same conference from year to year.

The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the conference in relation to all participants in a given year.

Returning Institution Index

The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.

The experience to innovation index

Our experience to innovation index was created to show a cross-section of the experience level of authors publishing at a conference. The index includes the authors publishing at the last edition of a conference, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).

The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:

• Novice - P < 5 or C < 25 (the number of publications less than 5 or the number of citations less than 25),
• Competent - P < 10 or C < 100 (the number of publications less than 10 or the number of citations less than 100),
• Experienced - P < 25 or C < 625 (the number of publications less than 25 or the number of citations less than 625),
• Master - P < 50 or C < 2500 (the number of publications less than 50 or the number of citations less than 2500),
• Star - P ≥ 50 and C ≥ 2500 (both the number of publications greater than 50 and the number of citations greater than 2500).

The chart below illustrates experience levels of first authors in cases of publications with multiple authors.

The Role of School Psychologists in Education

In the modern educational environment, professionals such as school psychologists play a vital role in supporting the academic and emotional needs of students. They contribute significantly to discussions on subjects such as mathematics education and knowledge management, which are among the top research discourses in the International Conference on Computer Supported Education. School psychologists provide services that support students' ability to learn and teachers' ability to teach. They apply their expertise in mental health, learning, and behavior, to help children and youth succeed acadically, socially, behaviorally, and emotionally. In particular, they contribute to the understanding of teaching and learning strategies in the field of mathematics education, utilizing their training in both psychology and education to bring a unique perspective to the discussion. Furthermore, their knowledge of human development and cognition informs the design and implementation of knowledge management systems in schools. Many times, they collaborate with other stakeholders in developing strategies for effective knowledge sharing that ultimately contributes to enhanced learning outcomes. If you are interested in becoming part of this field, it's important to understand the pathway towards becoming a school psychologist. Different jurisdictions may have different requirements, for instance, the steps to become a school psychologist in New York state would involve completing specific education and training requirements. For more information on the school psychologist requirements in New York, follow the linked guide. In conclusion, the role of school psychologists is invaluable in shaping the quality of education and supporting students to reach their full potential. Their contributions to academic conferences like the International Conference on Computer Supported Education provides invaluable insights that merge the fields of education, knowledge management, and psychology, to address the broad spectrum of students' learning needs.