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Tammy Schellens

Tammy Schellens

D-Index & Metrics

Social Sciences and Humanities

D-Index
37
Citations
8300
World Ranking
6148
National Ranking
72

Tammy Schellens publication distribution in Social Sciences and Humanities in 2026

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 Tammy Schellens sits on this spectrum.

44–53 publications: 28 scientists 54–63 publications: 61 scientists 64–73 publications: 161 scientists 74–83 publications: 225 scientists 84–93 publications: 301 scientists 94–103 publications: 390 scientists 104–113 publications: 406 scientists 114–123 publications: 474 scientists 124–133 publications: 453 scientists 134–143 publications: 434 scientists 144–153 publications: 407 scientists 154–163 publications: 411 scientists 164–173 publications: 391 scientists 174–183 publications: 313 scientists 184–193 publications: 319 scientists 194–203 publications: 304 scientists 204–213 publications: 285 scientists 214–223 publications: 246 scientists 224–233 publications: 213 scientists 234–243 publications: 170 scientists 244–253 publications: 167 scientists 254–263 publications: 162 scientists 264–273 publications: 138 scientists 274–283 publications: 138 scientists 284–293 publications: 113 scientists 294–303 publications: 106 scientists 304–313 publications: 95 scientists 314–323 publications: 101 scientists 324–333 publications: 81 scientists 334–343 publications: 69 scientists 344–353 publications: 56 scientists 354–363 publications: 36 scientists 364–373 publications: 42 scientists 374–383 publications: 41 scientists 384–393 publications: 44 scientists 394–403 publications: 27 scientists 404–413 publications: 30 scientists 414–423 publications: 20 scientists 424–433 publications: 29 scientists 434–443 publications: 29 scientists 444–453 publications: 25 scientists 454–463 publications: 19 scientists 464–473 publications: 21 scientists 474–483 publications: 11 scientists 484–493 publications: 17 scientists 494–503 publications: 7 scientists 504–513 publications: 6 scientists 514–523 publications: 12 scientists 524–533 publications: 10 scientists 534–543 publications: 7 scientists 544–553 publications: 6 scientists 554–563 publications: 12 scientists 564–569 publications: 8 scientists 570+ publications: 100 scientists
44 publications 570+

This scientist: 207 publications — 67th percentile

67% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 570 publications or more.

Tammy Schellens D-index placement in Social Sciences and Humanities in 2026

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 Tammy Schellens sits on this spectrum.

30 D-Index: 177 scientists 31 D-Index: 210 scientists 32 D-Index: 222 scientists 33 D-Index: 188 scientists 34 D-Index: 181 scientists 35 D-Index: 243 scientists 36 D-Index: 261 scientists 37 D-Index: 272 scientists 38 D-Index: 278 scientists 39 D-Index: 300 scientists 40 D-Index: 297 scientists 41 D-Index: 308 scientists 42 D-Index: 313 scientists 43 D-Index: 300 scientists 44 D-Index: 269 scientists 45 D-Index: 260 scientists 46 D-Index: 228 scientists 47 D-Index: 251 scientists 48 D-Index: 203 scientists 49 D-Index: 186 scientists 50 D-Index: 187 scientists 51 D-Index: 166 scientists 52 D-Index: 138 scientists 53 D-Index: 141 scientists 54 D-Index: 131 scientists 55 D-Index: 137 scientists 56 D-Index: 109 scientists 57 D-Index: 129 scientists 58 D-Index: 95 scientists 59 D-Index: 105 scientists 60 D-Index: 106 scientists 61 D-Index: 86 scientists 62 D-Index: 94 scientists 63 D-Index: 77 scientists 64 D-Index: 79 scientists 65 D-Index: 59 scientists 66 D-Index: 68 scientists 67 D-Index: 51 scientists 68 D-Index: 49 scientists 69 D-Index: 40 scientists 70 D-Index: 43 scientists 71 D-Index: 40 scientists 72 D-Index: 50 scientists 73 D-Index: 46 scientists 74 D-Index: 43 scientists 75 D-Index: 45 scientists 76 D-Index: 45 scientists 77 D-Index: 30 scientists 78 D-Index: 25 scientists 79 D-Index: 31 scientists 80 D-Index: 29 scientists 81 D-Index: 18 scientists 82 D-Index: 21 scientists 83 D-Index: 26 scientists 84 D-Index: 15 scientists 85 D-Index: 15 scientists 86 D-Index: 19 scientists 87 D-Index: 19 scientists 88 D-Index: 12 scientists 89 D-Index: 7 scientists 90 D-Index: 19 scientists 91 D-Index: 20 scientists 92 D-Index: 13 scientists 93 D-Index: 9 scientists 94 D-Index: 13 scientists 95 D-Index: 8 scientists 96 D-Index: 7 scientists 97 D-Index: 6 scientists 98 D-Index: 6 scientists 99 D-Index: 6 scientists 100+ D-Index: 97 scientists
30 D-Index 100+

This scientist: 37 D-Index — 23rd percentile

23% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 100 D-Index or more.

Overview

Tammy Schellens is affiliated with Ghent University in Belgium. Their research primarily spans the intersection of computer science and social sciences, with a significant focus on education-related topics. Schellens has contributed extensively to fields such as education, human-computer interaction, developmental and educational psychology, computer science applications, and information systems.

Their research interests are reflected in several key topics, including:

  • Virtual Reality Applications and Impacts
  • Educational Games and Gamification
  • Online Learning and Analytics
  • Reflective Practices in Education
  • Online and Blended Learning
  • Educational Innovations and Technology
  • Augmented Reality Applications

Recent publications include:

  • Supporting students' basic psychological needs and satisfaction in a blended learning environment through learning analytics, 2023, Computers & Education
  • Are teachers ready to immerse? Acceptance of mobile immersive virtual reality in secondary education teachers, 2023, Research in Learning Technology
  • Applying educational design research to develop a low-cost, mobile immersive virtual reality serious game teaching safety in secondary vocational education, 2023, Education and Information Technologies
  • SIX YEARS AFTER GOOGLE CARDBOARD: WHAT HAS HAPPENED IN THE CLASSROOM? A SCOPING REVIEW OF EMPIRICAL RESEARCH ON THE USE OF IMMERSIVE VIRTUAL REALITY IN SECONDARY EDUCATION, 2021, EDULEARN proceedings
  • The implementation of peer assessment as a scaffold during computer-supported collaborative inquiry learning in secondary STEM education, 2024, International Journal of STEM Education

Frequent coauthors include Tijs Rotsaert, Martín Valcke, Carl Boel, Paúl Herrera, and Peter Goethals, highlighting collaboration across various research topics related to technology in education.

Schellens' work frequently appears in publication venues such as:

  • SSRN Electronic Journal
  • EDULEARN proceedings
  • Journal of Computer Assisted Learning
  • Perspectives on Medical Education
  • Sustainability

Best Publications

  • Content analysis schemes to analyze transcripts of online asynchronous discussion groups: a review

    B. De Wever;T. Schellens;M. Valcke;H. Van Keer

  • Students' perceptions about the use of video games in the classroom

    Jeroen Bourgonjon;Martin Valcke;Ronald Soetaert;Tammy Schellens

  • Collaborative learning in asynchronous discussion groups: What about the impact on cognitive processing?

    Tammy Schellens;Martin Valcke

  • Fostering knowledge construction in university students through asynchronous discussion groups

    Tammy Schellens;Martin Valcke

  • Teaching and Learning with Mobile Technology: A Qualitative Explorative Study about the Introduction of Tablet Devices in Secondary Education

    Hannelore Montrieux;Ruben Vanderlinde;Tammy Schellens;Lieven De Marez

  • Scaffolding information problem solving in web-based collaborative inquiry learning

    Annelies Raes;Tammy Schellens;Bram De Wever;Ellen Vanderhoven

  • Long-term study of safe Internet use of young children

    M. Valcke;B. De Wever;H. Van Keer;T. Schellens

  • Roles as a structuring tool in online discussion groups: The differential impact of different roles on social knowledge construction

    Bram De Wever;Hilde Van Keer;Tammy Schellens;Martin Valcke

  • Researching instructional use and the technology acceptation of learning management systems by secondary school teachers

    Cindy De Smet;Jeroen Bourgonjon;Bram De Wever;Tammy Schellens

  • Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups?

    Tammy Schellens;Hilde Van Keer;Bram De Wever;Martin Valcke

  • Applying multilevel modelling to content analysis data: Methodological issues in the study of role assignment in asynchronous discussion groups

    Bram De Wever;Hilde Van Keer;Tammy Schellens;Martin Valcke

  • Parental acceptance of digital game-based learning

    Jeroen Bourgonjon;Martin Valcke;Ronald Soetaert;Bram de Wever

  • Structuring asynchronous discussion groups: the impact of role assignment and self-assessment on students' levels of knowledge construction through social negotiation

    B. De Wever;B. De Wever;H. Van Keer;T. Schellens;M. Valcke

  • Primary school children's safe and unsafe use of the Internet at home and at school: An exploratory study

    M. Valcke;T. Schellens;H. Van Keer;M. Gerarts

  • The Impact of Role Assignment on Knowledge Construction in Asynchronous Discussion Groups A Multilevel Analysis

    Tammy Schellens;Hilde Van Keer;Martin Valcke

  • A cross-cultural study of teacher perspectives on teacher roles and adoption of online collaborative learning in higher education

    Chang Zhu;Martin Valcke;Tammy Schellens

  • Learning in asynchronous discussion groups: a multilevel approach to study the influence of student, group and task characteristics

    T. Schellens;H. van Keer;M. Valcke;B. de Wever

  • Assessing Collaboration in a Wiki: The Reliability of University Students' Peer Assessment

    Bram De Wever;Hilde Van Keer;Tammy Schellens;Martin Valcke

  • A cross-cultural study of Chinese and Flemish university students: Do they differ in learning conceptions and approaches to learning?

    Chang Zhu;Martin Valcke;Tammy Schellens

  • Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills

    Tijs Rotsaert;Ernesto Panadero;Tammy Schellens

  • What if pupils can assess their peers anonymously? A quasi-experimental study

    Ellen Vanderhoven;Annelies Raes;Hannelore Montrieux;Tijs Rotsaert

Frequent Co-Authors

Martin Valcke
Martin Valcke Ghent University
Bram De Wever
Bram De Wever Ghent University
Hilde Van Keer
Hilde Van Keer Ghent University
Lieven De Marez
Lieven De Marez Ghent University
Ruben Vanderlinde
Ruben Vanderlinde Ghent University
Ernesto Panadero
Ernesto Panadero Dublin City University
Johan van Braak
Johan van Braak Ghent University
Bart Rienties
Bart Rienties The Open University

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