Pos	Paper	Citations	Year
1	Knowledge spaces: Theories, empirical research, and applications	345	1999
2	Micro‐adaptivity: Protecting immersion in didactically adaptive digital educational games	260	2010
3	Competence-based knowledge structures for personalised learning	248	2006
4	Knowledge spaces: Applications in education	224	2013
5	Dynamic media in computer science education; content complexity and learning performance: is less more?	212	2008
6	Identifying employee competencies in dynamic work domains: Methodological considerations and a case study	175	2003
7	The effects of attractiveness, dominance, and attribute differences on information acquisition in multiattribute binary choice	126	1991
8	RATH-A relational adaptive tutoring hypertext WWW-environment based on knowledge space theory	122	1998
9	Modeling competencies for supporting work‐integrated learning in knowledge work	121	2008
10	Immersive digital games: the interfaces for next-generation e-learning?	109	2007
11	Stochastic choice heuristics	108	1984
12	A psycho-pedagogical framework for multi-adaptive educational games	105	2011
13	Metadata driven approaches to facilitate adaptivity in personalized eLearning systems	101	2002
14	Adaptive and dynamic hypertext tutoring systems based on knowledge space theory	95	1997
15	Cognitive choice processes and the attitude-behavior relation	93	1989
16	Gamification and smart feedback: Experiences with a primary school level math app	92	2015
17	A competence-based service for supporting self-regulated learning in virtual environments	80	2015
18	Individualized skill assessment in digital learning games: Basic definitions and mathematical formalism	75	2010
19	Skills, competencies and knowledge structures	74	2013
20	Knowledge structures	72	1994
21	A psycho-pedagogical framework for self-regulated learning in a responsive open learning environment	71	2010
22	Applying Competence Prerequisite Structures for eLearning and Skill Management	70	2003
23	LEA in private: A privacy and data protection framework for a learning analytics toolbox	64	2016
24	Micro adaptive, non-invasive knowledge assessment in educational games	63	2008
25	80Days: Melding adaptive educational technology and adaptive and interactive storytelling in digital educational games	62	2008
26	Problem solving learning environments and assessment: A knowledge space theory approach	61	2013
27	An architecture for integrating adaptive hypermedia services with open learning environments	60	2002
28	Supporting self-regulated learning	59	2014
29	Establishing knowledge spaces by systematical problem construction	57	1994
30	Iterative augmentation of a medical training simulator: Effects of affective metacognitive scaffolding	56	2014
31	The effects of individualized feedback in digital educational games	55	2014
32	Educationally adaptive: Balancing serious games	53	2012
33	Little big difference: Gender aspects and gender-based adaptation in educational games	53	2009
34	Motivation in game-based learning: It’s more than ‘flow’	52	2009
35	The ELEKTRA ontology model: A learner-centered approach to resource description	52	2007
36	The ELEKTRA project: Towards a new learning experience	51	2006
37	Challenges in the development and evaluation of immersive digital educational games	49	2008
38	Evaluating a digital humanities research environment: the CULTURA approach	49	2014
39	Learning analytics and educational data mining: An overview of recent techniques	49	2014
40	A framework for facilitating self-regulation in responsive open learning environments	46	2014
41	Construction of knowledge spaces for problem solving in chess	46	1994
42	Supporting competency development in informal workplace learning	46	2005
43	Component-based knowledge spaces in problem solving and inductive reasoning	45	1999
44	Recent developments in competence-based knowledge space theory	45	2013
45	Tracking the UFO’s paths: Using eye-tracking for the evaluation of serious games	45	2011
46	Representing domain knowledge by concept maps: How to validate them?	42	1999
47	Knowledge assessment based on skill assignment and psychological task analysis	41	1993
48	Contributions of cognitive psychology to the future of e-learning	39	2002
49	Process traces of binary choices: Evidence for selective and adaptive decision heuristics	38	1986
50	A domain model for smart 21st century skills training in game-based virtual worlds	37	2012
51	Extending eductional metadata schemas to describe adaptive learning resources	36	2001
52	A framework for cognitive bias detection and feedback in a visual analytics environment	35	2016
53	A methodology for eliciting, modelling, and evaluating expert knowledge for an adaptive work-integrated learning system	34	2010
54	Evaluation of serious games: A holistic approach	33	2015
55	Supporting collaborative learning with tag recommendations: a real-world study in an inquiry-based classroom project	33	2017
56	Supporting self-regulated personalised learning through competence-based knowledge space theory	32	2009
57	Combining self-regulation and competence-based guidance to personalise the learning experience in moodle	31	2014
58	Component-based construction of surmise relations for chess problems	31	1999
59	Concept mapping as a means to build e-learning	31	2007
60	Refining frequency-based tag reuse predictions by means of time and semantic context	31	2013
61	Structure and design of an intelligent tutorial system based on skill assignments	31	1999
62	Background music in educational games: Motivational appeal and cognitive impact	30	2011
63	Learning analytics to support the use of virtual worlds in the classroom	30	2013
64	Personalising learning through prerequisite structures derived from concept maps	30	2007
65	Speed of comprehension of visualized ordered sets	30	2002
66	A mashup recommender for creating personal learning environments	29	2012
67	Competency management using the competence performance approach: Modeling, assessment, validation, and use	29	2007
68	Microadaptivity within complex learning situations–a personalized approach based on competence structures and problem spaces	29	2007
69	The simplified updating rule in the formalization of digital educational games	28	2013
70	Skill Assessment in Problem Solving and Simulated Learning Environments	27	2003
71	Applying demand analysis of a set of test problems for developing adaptive courses	24	2002
72	Derivation of Knowledge Structures for Distributed Learning Objects	24	2005
73	Detecting and Reflecting Learning Activities in Personal Learning Environments	24	2012
74	Inferring a Learner's Cognitive, Motivational and Emotional State in a Digital Educational Game	24	2012
75	Methods for discovering cognitive biases in a visual analytics environment	24	2018
76	Non-invasive assessment and adaptive interventions in learning games	24	2009
77	Using visual guidance and feedback based on competence structures for personalising e-learning experience	24	2008
78	Visualisation tools for supporting self-regulated learning through exploiting competence structures	23	2008
79	Activity-and taxonomy-based knowledge representation framework	22	2008
80	Reusing adaptive learning resources	22	2001
81	A formal framework for modelling the developmental course of competence and performance in the distance, speed, and time domain	21	2008
82	Using CbKST for learning path recommendation in game-based learning	21	2012
83	Emergent design: Serendipity in digital educational games	20	2009
84	Empirical validation of concept maps: Preliminary methodological considerations	20	2005
85	The selection of dimensions for choosing between multiattribute alternatives	20	1986
86	Validating domain ontologies: A methodology exemplified for concept maps	20	2017
87	E-learning based on metadata, ontologies and competence-based knowledge space theory	19	2011
88	Technology-mediated support for self-regulated learning in open responsive learning environments	19	2011