The chart shows the distribution of publications by all Research.com ranked scientists in the field of Social Sciences and Humanities in 2026. The highlighted bar marks where Douglas B. Clark sits on this spectrum.
This scientist: 114 publications — 21st percentile
21% of scientists in this discipline score the same or lower.
The last bar groups every scientist with 570 publications or more.
The chart shows the D-index (discipline H-index) distribution of Social Sciences and Humanities scientists ranked by Research.com in 2026. The highlighted bar marks where Douglas B. Clark sits on this spectrum.
This scientist: 36 D-Index — 19th percentile
19% of scientists in this discipline score the same or lower.
The last bar groups every scientist with 100 D-Index or more.
Douglas B. Clark is affiliated with the University of Calgary in Canada. Their research is primarily situated within the social sciences and psychology, with a focus on education and developmental and educational psychology. The scientist's work spans multiple interdisciplinary subfields, including computer science applications, mechanical engineering, and experimental and cognitive psychology.
Their research topics frequently address educational games and gamification, innovative teaching and learning methods, and design education and practice. Other main topics include online learning and analytics, creativity in education and neuroscience, and science education and pedagogy.
Douglas B. Clark has a record of publications in several academic venues, notably:
Their recent papers reflect diverse interests in science learning, digital educational tools, and epistemic aspects of curricula. Selected recent publications include:
Douglas B. Clark frequently collaborates with several coauthors, including:
The breadth of Clark's work encompasses both theoretical and applied research in educational contexts. Their interests in digital game design within classrooms and learning analytics interplay with broader concerns about meaningful learning experiences and engagement strategies. This approach intersects with investigations into epistemic commitments and multilingual pedagogies within the sciences.
Douglas B. Clark;Emily E. Tanner-Smith;Stephen S. Killingsworth
Victor Sampson;Douglas B. Clark
Pratim Sengupta;John S. Kinnebrew;Satabdi Basu;Gautam Biswas
Marcia C. Linn;Douglas Clark;James D. Slotta
Gökhan Özdemir;Douglas B. Clark
Douglas B. Clark;Victor Sampson
Victor Sampson;Douglas Clark
Douglas Clark;Brian Nelson;Pratim Sengupta;Cynthia D’Angelo
Douglas B. Clark
Douglas B. Clark;Brian C. Nelson;Hsin-Yi Chang;Mario Martinez-Garza
Douglas B. Clark;Victor Sampson;Armin Weinberger;Gijsbert Erkens
Douglas Clark;Marcia C. Linn
Douglas B. Clark
Douglas Clark;Doris Jorde
Victor Sampson;Douglas B. Clark
Satabdi Basu;Gautam Biswas;Pratim Sengupta;Amanda Dickes
Ashlyn E. Pierson;Douglas B. Clark;Corey E. Brady
Deanne M. Adams;Douglas B. Clark
Douglas B Clark;Pratim Sengupta;Corey E Brady;Mario M Martinez-Garza
Douglas B Clark;Emily E Tanner-Smith;Stephen Killingsworth May
Victor D. Sampson;Douglas B. Clark
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