Comunicar杂志

文章影响力

Annual and global WoS and Scopus Comunicar article metrics

Annual rankings on official Web of Science and Scopus citations

2024 - 2023 - 2022 - 2021 - 2020 - 2019 - 2018 - 2017 - 2016 - 2015 - 2014 - 2013 - 2012 - 2011 - 2010 - 2009 - 2008 - 2007

Global ranking on official Web of Science and Scopus citations

Data update: 2020-10-15

POS	PUB	Author	Global ranking on official Web of Science and Scopus citations	WOS Cites	Scopus Cites	Total	Article Quartil	Article Percentil
1/782	2012	Ferrés	Media competence. Articulated proposal of dimensions and indicators	202	139	341	Q1	99%
2/782	2016	Fernández-Cruz	Generation Z’s teachers and their digital skills	128	152	280	Q1	99%
3/782	2012	Gutiérrez-Martín	Media education, media literacy and digital competence	112	133	245	Q1	99%
4/782	2012	Area-Moreira	From solid to liquid: New literacies to the cultural changes of Web 2.0	107	127	234	Q1	98%
5/782	2016	Area-Moreira	Models of educational integration of ICTs in the classroom	119	93	212	Q1	98%
6/782	2013	Colás-Bravo	Young people and social networks: Motivations and preferred uses	103	106	209	Q1	98%
7/782	2018	Ramírez-Montoya	Co-creation and open innovation: Systematic literature review	92	117	209	Q1	98%
8/782	2012	Gómez-Aguilar	The academic use of social networks among university students	109	88	197	Q1	98%
9/782	2014	García-Valcárcel-Muñoz-Repiso	ICT in collaborative learning in the classrooms of Primary and Secondary Education	82	99	181	Q1	98%
10/782	2009	Flores-Vivar	New models of communication, profiles and trends in social networks	93	85	178	Q1	98%
11/782	2016	Pérez-Escoda	Digital skills in the Z generation: Key questions for a curricular introduction in Primary School	91	85	176	Q1	98%
12/782	2013	Torres-Salinas	Altmetrics: New indicators for scientific communication in Web 2.0	78	88	166	Q1	97%
13/782	2014	García-Ruiz	Media literacy education for a new prosumer citizenship	91	71	162	Q1	97%
14/782	2019	Pereira	Young people learning from digital media outside of school: The informal meets the formal	74	75	149	Q1	97%
15/782	2012	Pérez-Rodríguez	From digital and audiovisual competence to media competence: Dimensions and indicators	80	57	137	Q1	97%
16/782	2009	Tejedor-Tejedor	A scale for the measurement of university teachers’ attitudes towards the integration of ICT	72	59	131	Q1	97%
17/782	2018	Montero-Díaz	A science mapping analysis of ‘Communication’ WoS subject category (1980-2013)	65	64	129	Q1	97%
18/782	2018	Pérez-Torres	YouTuber videos and the construction of adolescent identity	59	67	126	Q1	97%
19/782	2016	Romera	Cyberbullying: Social competence, motivation and peer relationships	60	62	122	Q1	97%
20/782	2015	Bartolomé-Pina	Are MOOCs promising learning environments?	59	62	121	Q1	96%
21/782	2014	Cabero-Almenara	Educational possibilities of social networks and group work. University students’ perceptions	69	49	118	Q1	96%
22/782	2015	Chiappe-Laverde	Literature and practice: A critical review of MOOCs	58	60	118	Q1	96%
23/782	2017	Álvarez-García	Cyberaggression among adolescents: Prevalence and gender differences	60	56	116	Q1	96%
24/782	2013	Delgado-López-Cózar	The impact of scientific journals of communication: Comparing Google Scholar Metrics, Web of Science and Scopus	49	66	115	Q1	96%
25/782	2015	Fernández-Montalvo	Internet use habits and risk behaviours in preadolescence	60	54	114	Q1	96%
26/782	2012	Casero-Ripollés	Beyond newspapers: News consumption among young people in the digital era	51	62	113	Q1	96%
27/782	2014	Quintas-Froufe	Active audiences: Social audience participation in television	54	56	110	Q1	96%
28/782	2019	Engen	Understanding social and cultural aspects of teachers’ digital competencies	57	51	108	Q1	95%
29/782	2017	Romero-Martín	Formative assessment, communication skills and ICT in Initial teacher education	53	54	107	Q1	95%
30/782	2015	Castaño-Garrido	Design, motivation and performance in a cooperative MOOC course	51	56	107	Q1	95%
31/782	2011	Sloep	Learning networks, networked learning	52	52	104	Q1	95%
32/782	2015	López-Meneses	Analysis and implications of the impact of MOOC movement in the scientific community: JCR and Scopus (2010-13)	47	57	104	Q1	95%
33/782	2013	Aguaded	The MOOC revolution: A new form of education from the technological paradigm?	55	48	103	Q1	95%
34/782	2015	Durán-Segura	Cyberbullying trough mobile phone and the Internet in dating relationships among youth people	45	58	103	Q1	95%
35/782	2016	Serrano-Puche	Internet and emotions: New trends in an emerging field of research	53	49	102	Q1	95%
36/782	2014	García-Galera	Engaged youth in Internet. The role of social networks in social active participation	49	52	101	Q1	94%
37/782	2013	García-Jiménez	The influence of social networks on the adolescents’ online practices	49	51	100	Q1	94%
38/782	2013	Fernández-Quijada	Three decades of spanish communication research: Towards legal age	47	53	100	Q1	94%
39/782	2017	Tur	Using Twitter in Higher Education in Spain and the USA	49	50	99	Q1	94%
40/782	2012	del-Rey	The ConRed program, an evidence-based practice	51	47	98	Q1	94%
41/782	2014	Marín-Juarros	Construction of the foundations of the PLE and PLN for collaborative learning	48	48	96	Q1	94%
42/782	2017	Andújar-Vaca	Mobile instant messaging: Whatsapp and its potential to develop oral skills	45	51	96	Q1	94%
43/782	2014	Berrocal-Gonzalo	Media prosumers in political communication: Politainment on YouTube	39	55	94	Q1	94%
44/782	2010	Salmerón-Pérez	Methodologies to improve communication in virtual learning environments	60	33	93	Q1	93%
45/782	2018	Aran-Ramspott	YouTubers' social functions and their influence on pre-adolescence	45	48	93	Q1	93%
46/782	2016	Torres-Díaz	Internet use and academic success in university students	48	44	92	Q1	93%
47/782	2009	Cebrián-Herreros	Interactive communication in the cybermedia	46	46	92	Q1	93%
48/782	2016	Ortega-Barón	The influence of school climate and family climate among adolescents victims of cyberbullying	1	90	91	Q1	93%
49/782	2014	Abad-Alcalá	Media literacy for older people facing the digital divide: The e-inclusion programmes design	41	47	88	Q1	93%
50/782	2020	Ramírez-Montoya	Systematic review of mixed methods in the framework of educational innovation	34	54	88	Q1	93%
51/782	2013	Muros-Ruiz	Youth’s usage of leisure time with video games and social networks	47	40	87	Q1	93%
52/782	2012	Agudo-Prado	Uses of digital tools among the elderly	43	44	87	Q1	92%
53/782	2011	Repiso-Caballero	Bibliometric and social network analysis applied to television dissertations presented in Spain (1976/2007)	50	36	86	Q1	92%
54/782	2010	Prendes-Espinosa	ICT competences of future teachers	49	36	85	Q1	92%
55/782	2015	Marcelo-García	University teaching with digital technologies	34	51	85	Q1	92%
56/782	2018	Montes-Vozmediano	Teen videos on YouTube: Features and digital vulnerabilities	43	41	84	Q1	92%
57/782	2014	Cabalín-Quijada	Online and mobilized students: The use of Facebook in the Chilean student protests	42	42	84	Q1	92%
58/782	2017	López-García	Technological skills and new professional profiles: Present challenges for journalism	43	40	83	Q1	92%
59/782	2013	Almansa-Martínez	Social networks and young people. Comparative study of Facebook between Colombia and Spain	43	39	82	Q1	92%
60/782	2016	Crescenzi-Lanna	An analysis of the interaction design of the best educational apps for children Aged zero to eight	38	44	82	Q1	91%
61/782	2018	Bartau-Rojas	Parental mediation of the Internet use of Primary students: beliefs, strategies and difficulties	37	45	82	Q1	91%
62/782	2010	Ramos-Elizondo	Developing cognitive skills with mobile learning: A case study	44	37	81	Q1	91%
63/782	2014	García-Galera	Media prosumers. Participatory culture of audiences and media responsibility	37	44	81	Q1	91%
64/782	2015	Llorente-Barroso	Internet and the elderly: Enhancing active ageing	32	48	80	Q1	91%
65/782	2015	Peral-Peral	From digital divide to psycho-digital divide: Elders and online social networks	31	49	80	Q1	91%
66/782	2018	Osuna-Acedo	From sMOOC to tMOOC, learning towards professional transference. ECO European Project	47	32	79	Q1	91%
67/782	2018	Pérez-Manzano	Gamification and transmedia for scientific promotion and for encouraging scientific careers in adolescents	42	37	79	Q1	91%
68/782	2018	Yudes-Gómez	Cyberbullying and problematic Internet use in Colombia, Uruguay and Spain: Cross-cultural study	40	39	79	Q1	90%
69/782	2012	Aparici	Pedagogy of interactivity	50	28	78	Q1	90%
70/782	2018	Senabre	Participatory design of citizen science experiments	39	37	76	Q1	90%
71/782	2014	Gewerc-Barujel	Collaboration and social networking in Higher education	38	38	76	Q1	90%
72/782	2007	Ferrés	Competence in media studies: its dimensions and indicators	75	0	75	Q1	90%
73/782	2019	García-Martín	Use of technologies and academic performance in adolescent students	41	34	75	Q1	90%
74/782	2018	Malo-Cerrato	Excessive use of social networks: Psychosocial profile of Spanish adolescents	37	37	74	Q1	90%
75/782	2013	Tortajada-Giménez	Advertising stereotypes and gender representation in social networking sites	35	39	74	Q1	90%
76/782	2013	Buckingham	Interactive youth: New citizenship between social networks and school settings	38	35	73	Q1	89%
77/782	2014	Gozálvez-Pérez	Empowering media citizenship through educommunication	33	40	73	Q1	89%
78/782	2015	González-Oñate	Use, consumption and knowledge of new technologies by elderly people in France, United Kingdom and Spain	31	42	73	Q1	89%
79/782	2019	García-Valcárcel-Muñoz-Repiso	Robotics to develop computational thinking in early Childhood Education	29	44	73	Q1	89%
80/782	2013	Bernal-Bravo	Interactions of young Andalusian people inside social networks	42	30	72	Q1	89%
81/782	2016	Ramírez-García	Media competence of teachers and students of compulsory education in Spain	40	32	72	Q1	89%
82/782	2019	Santana-Vega	Adolescents problematic mobile phone use, Fear of Missing Out and family communication	35	37	72	Q1	89%
83/782	2016	Romero-Rodríguez	Dimensions and indicators of the information quality in digital media	35	36	71	Q1	88%
84/782	2015	Roig-Vila	Primary teachers’ technological, pedagogical and content knowledge	31	39	70	Q1	88%
85/782	2018	Aparici	Prosumers and emirecs: Analysis of two confronted theories	39	29	68	Q1	88%
86/782	2015	Raposo-Rivas	A study on the pedagogical components of massive online courses	36	32	68	Q1	88%
87/782	2017	Fombona	M-learning and augmented reality: A review of the scientific literature on the WoS repository	33	35	68	Q1	88%
88/782	2019	Miralles-Martínez	Digital resources and didactic methodology in the initial training of History teachers	31	37	68	Q1	88%
89/782	2021	Manfredi-Sánchez	Presidential Twitter in the face of COVID-19: Between populism and pop politics	27	41	68	Q1	88%
90/782	2018	Díez-Gutiérrez	Ubiquitous learning ecologies for a critical cybercitizenship	36	31	67	Q1	88%
91/782	2017	Baraybar-Fernández	Evaluation of emotional responses to television advertising through neuromarketing	36	31	67	Q1	87%
92/782	2021	Moreno-Guerrero	Flipped learning and good teaching practices in secondary education	30	37	67	Q1	87%
93/782	2013	Escribà-Sales	Internationalization and coauthorship in major communication journals in Spain	30	37	67	Q1	87%
94/782	2009	Hinojo-Lucena	Student´s perceptions of blended learning at university	37	29	66	Q1	87%
95/782	2014	Hernández-Sellés	Planning collaborative learning in virtual environments	36	30	66	Q1	87%
96/782	2011	Domingo-Coscollola	Classroom 2.0 experiences and building on the use of ICT in teaching	40	25	65	Q1	87%
97/782	2013	Soengas-Pérez	The role of the Internet and social networks in the arab uprisings an alternative to official press censorship	32	33	65	Q1	87%
98/782	2014	Vanderhoven	Educating teens about the risks on social network sites. An intervention study in Secondary Education	27	38	65	Q1	87%
99/782	2010	Guerra-Liaño	Study on the use of ICTs as teaching tools by university instructors	48	16	64	Q1	86%
100/782	2011	Imbernón-Muñoz	Teaching skills in virtual and blended learning environments	37	27	64	Q1	86%
101/782	2017	Hernández-Serrano	From prosumer to prodesigner: Participatory news consumption	37	27	64	Q1	86%
102/782	2018	del-Rey	'Asegúrate' Program: Effects on cyber-aggression and its risk factors	33	31	64	Q1	86%
103/782	2014	Dafonte-Gómez	The key elements of viral advertising. From motivation to emotion in the most shared videos	29	35	64	Q1	86%
104/782	2012	Tejedor-Calvo	Challenges and risks of Internet use by children. How to empower minors?	31	32	63	Q1	86%
105/782	2019	Colás-Bravo	The development of the digital teaching competence from a sociocultural approach	35	27	62	Q1	86%
106/782	2017	Cuesta-Cambra	The cognitive processing of an educational app with EEG and ’Eye Tracking’	32	30	62	Q1	86%
107/782	2016	Suárez-Guerrero	Teachers’ perceptions of the digital transformation of the classroom through the use of tablets: A study in spain	31	31	62	Q1	85%
108/782	2013	Vázquez-Cano	The videoarticle: New reporting format in scientific journals and its integration in MOOCs	31	31	62	Q1	85%
109/782	2020	González-Sanmamed	Digital learning ecologies and professional development of university professors	40	20	60	Q1	85%
110/782	2013	de-Filippo	Spanish scientific output in communication sciences in WOS. The scientific journals in SSCI (2007-12)	24	36	60	Q1	85%
111/782	2015	Saracchini	A mobile augmented reality assistive technology for the elderly	23	37	60	Q1	85%
112/782	2016	de-Andrés-del-Campo	The transformative image. The power of a photograph for social change: The death of Aylan	31	28	59	Q1	85%
113/782	2014	Leinonen	Design thinking and collaborative learning	24	35	59	Q1	85%
114/782	2014	Pérez-Mateo-Subirà	Collaborative construction of a project as a methodology for acquiring digital competences	31	27	58	Q1	85%
115/782	2018	Gutiérrez-Porlán	Strategies for the communication and collaborative online work by university students	30	28	58	Q1	84%
116/782	2012	Aguaded	Media proficiency, an educational initiative that cannot wait	36	21	57	Q1	84%
117/782	2010	Gutiérrez-Martín	Digital tribes in the university classrooms	34	23	57	Q1	84%
118/782	2019	Zhang	The ‘danmu’ phenomenon and media participation: Intercultural understanding and language learning through ‘The...	29	28	57	Q1	84%
119/782	2015	López-Romero	Teaching media literacy in colleges of education and communication	26	31	57	Q1	84%
120/782	2015	Colombo	New elders, old divides: ICTs, inequalities and well being amongst young elderly Italians	24	33	57	Q1	84%
121/782	2015	Sureda-Negre	Academic plagiarism among secondary and High School students: Differences in gender and procrastination	24	33	57	Q1	84%
122/782	2016	Gutiérrez-Martín	Watching and tweeting: Youngsters’ responses to media representations of resistance	32	24	56	Q1	84%
123/782	2013	Hernández-Merayo	Interactive youth and civic cultures: The educational, mediatic and political meaning of the 15M	28	28	56	Q1	83%
124/782	2009	García-Galera	A theoretical analysis proposal on mobile phone use by adolescents	26	29	55	Q1	83%
125/782	2019	Vizcaíno-Verdú	Reading and informal learning trends on YouTube: The booktuber	30	24	54	Q1	83%
126/782	2016	Gertrudis-Casado	Professional information skills and open data. Challenges for citizen empowerment and social change	30	24	54	Q1	83%
127/782	2014	Lee	Media literacy and information literacy: Similarities and differences	26	28	54	Q1	83%
128/782	2015	Gómez-Mompart	Spanish journalists and the loss of news quality: Professional judgements	22	32	54	Q1	83%
129/782	2008	Pérez-Tornero	Multi-screen society: a challenge for media literacy	31	21	52	Q1	83%
130/782	2018	Giménez-Gualdo	Teachers’ and students’ perception about cyberbullying. Intervention and coping strategies in primary and secondary...	26	26	52	Q1	83%
131/782	2016	Peña-Fernández	European newspapers’ digital transition: New products and new audiences	21	31	52	Q1	82%
132/782	2008	Belmonte-Arocha	Co-educating the gaze against gender stereotypes in TV	33	18	51	Q1	82%
133/782	2017	Vidales-Bolaños	Connected teens: Measuring the impact of mobile phones on social relationships through social capital	30	21	51	Q1	82%
134/782	2019	Gallego-Arrufat	Competence of future teachers in the digital security area	29	22	51	Q1	82%
135/782	2020	Garaigordobil	Bullying and cyberbullying in LGBT adolescents: Prevalence and effects on mental health	28	23	51	Q1	82%
136/782	2019	Silva	Teacher’s digital competence among final year Pedagogy students in Chile and Uruguay	23	28	51	Q1	82%
137/782	2012	Moeller	«The world unplugged» and «24 Hours without media»: Media literacy to develop self-awareness regarding media	22	29	51	Q1	82%
138/782	2015	Fedorov	The framework of media education and media criticism in the contemporary world: The opinion of international experts	30	20	50	Q1	82%
139/782	2017	Hershkovizt	Teacher-student relationship and Facebook-mediated communication: Student perceptions	26	24	50	Q1	81%
140/782	2011	Steinbeck	Building creative competence in globally distributed courses through design thinking	23	27	50	Q1	81%
141/782	2010	Hennion	Loving music: From a sociology of mediation to a pragmatics of taste	32	17	49	Q1	81%
142/782	2018	Ramos-Soler	Online risk perception in young people and its effects on digital behaviour	26	23	49	Q1	81%
143/782	2016	Román-García	Adults and elders and their use of ICTs. Media competence of digital immigrants	23	26	49	Q1	81%
144/782	2018	Larrañaga	Socio-cognitive and emotional factors on perpetration of cyberbullying	22	27	49	Q1	81%
145/782	2018	Rey	Emotional intelligence and peer cybervictimisation in adolescents: Gender as moderator	23	25	48	Q1	81%
146/782	2013	Erstad	Learning lives connected: Digital youth across school and community spaces	23	25	48	Q1	81%
147/782	2014	Gomes-Franco-Silva	Internet as a haven and social shield. Problematic uses of the network by young Spaniards	23	25	48	Q1	80%
148/782	2021	Mora-Rodríguez	News consumption and risk perception of Covid-19 in Spain	23	25	48	Q1	80%
149/782	2019	Santoveña-Casal	Exploring the influence of the teacher: Social participation on Twitter and academic perception	23	25	48	Q1	80%
150/782	2011	Checa-Olmos	Spaniards’ perspective of immigration. The role of the media	20	28	48	Q1	80%
151/782	2012	Ramírez-Orellana	Attitudes and beliefs of secondary teachers about Internet use in their classrooms	28	19	47	Q1	80%
152/782	2017	Valdemoros-San-Emeterio	Digital leisure and perceived family functioning in youth of upper Secondary Education	26	21	47	Q1	80%
153/782	2009	Camps-Cervera	Media education beyond school	25	22	47	Q1	80%
154/782	2017	Tuzel	The use of social media and popular culture to advance cross-cultural understanding	24	23	47	Q1	80%
155/782	2021	Marcelo	Educational influencers on Twitter. Analysis of hashtags and relationship structure	18	29	47	Q1	79%
156/782	2016	Oberst	Gender stereotypes 2.0: Self-representations of adolescents on Facebook	24	22	46	Q1	79%
157/782	2018	Rodríguez-Gómez	Problematic uses of ICTs among young people in their personal and school life	24	21	45	Q1	79%
158/782	2015	Hernández-Carranza	Evaluation of digital didactic skills in massive open online courses: A contribution to the Latin American movement	20	25	45	Q1	79%
159/782	2012	Soep	The digital afterlife of youth-made media: Implications for media literacy education	22	22	44	Q1	79%
160/782	2013	Stornaiuolo	Expanding community: Youth, social networking and schools	21	23	44	Q1	79%
161/782	2017	Berganza	Spanish journalists’ perception about their professional roles	21	23	44	Q1	79%
162/782	2019	Gee	Designing for deep learning in the context of digital and social media	21	23	44	Q1	78%
163/782	2012	Dezuanni	«Prosuming» across cultures: Youth creating and discussing digital media across borders	26	17	43	Q1	78%
164/782	2012	Wilson	Media and information literacy: Pedagogy and possibilities	24	19	43	Q1	78%
165/782	2015	Casado-Muñoz	Active ageing and access to technology: An evolving empirical study	13	30	43	Q1	78%
166/782	2009	Frau-Meigs	Media education policy: Towards a global rationale	27	15	42	Q1	78%
167/782	2010	Cabero-Almenara	Online students´ satisfaction with blended tearning	24	18	42	Q1	78%
168/782	2020	Díaz-López	Maladaptive use of ICT in adolescence: Profiles, supervision and technological stress	24	17	41	Q1	78%
169/782	2015	Dornaleteche-Ruiz	Categorization, item selection and implementation of an online digital literacy test as media literacy indicator	21	20	41	Q1	78%
170/782	2014	Rubia-Avi	Revolution in education: Computer support for collaborative learning	21	20	41	Q1	77%
171/782	2011	Gutiérrez-Recacha	People with intellectual disability and ICTs	21	20	41	Q1	77%
172/782	2019	Pertegal-Vega	Systematic review of the current state of research on Online Social Networks: Taxonomy on experience of use	20	20	40	Q1	77%
173/782	2015	Añaños-Carrasco	Eyetracker technology in elderly people: How integrated television content is paid attention to and processed	19	21	40	Q1	77%
174/782	2015	Álvarez	Information literacy grade of Secondary School teachers in Spain. Beliefs and self-perceptions	18	22	40	Q1	77%
175/782	2014	Berrío-Zapata	The digital divide in the university: The appropriation of ICT in Higher Education students from Bogota, Colombia	18	22	40	Q1	77%
176/782	2013	Arcila-Calderón	The e-research on media & communications: Attitudes, tools and practices in Latin America researchers	17	23	40	Q1	77%
177/782	2020	Romeu-Fontanillas	Mirroring learning ecologies of outstanding teachers to integrate ICTs in the classroom	24	15	39	Q1	77%
178/782	2019	Silva-Rodríguez	Mobile journalism: Systematic literature review	20	19	39	Q1	76%
179/782	2019	Gordillo	Effectiveness of MOOCs for teachers in safe ICT use training	19	20	39	Q1	76%
180/782	2016	González-Lizárraga	Cyberactivism: A new form of participation for university students	18	21	39	Q1	76%
181/782	2012	Kendall	Critical media literacy after the media	16	23	39	Q1	76%
182/782	2016	Lacalle	The representation of workingwomen in Spanish television fiction	23	15	38	Q1	76%
183/782	2011	Collis	Flexibility in higher education: Revisiting expectations	22	16	38	Q1	76%
184/782	2021	Erstad	Educational practices to transform and connect schools and communities	19	19	38	Q1	76%
185/782	2018	Soler-Adillon	Wikipedia in higher education: Changes in perceived value through content contribution	19	19	38	Q1	76%
186/782	2020	Gómez-Gonzalvo	Video game usage time in adolescents’ academic performance	18	20	38	Q1	75%
187/782	2011	Aguaded	Media education: An international unstoppable phenomenon UN, Europe and Spain support for edu-communication	18	20	38	Q1	75%
188/782	2017	Wong	Seamless language learning: Second language learning with social media	17	21	38	Q1	75%
189/782	2015	Sánchez-Vera	Challenges in the creation, development and implementation of MOOCs: Web Science course at the university of Southampton	15	23	38	Q1	75%
190/782	2012	Culver	Media literacy and its use as a method to encourage civic engagement	15	23	38	Q1	75%
191/782	2013	Erjavec	Informal learning through Facebook among Slovenian pupils	14	24	38	Q1	75%
192/782	2007	Galán-Fajardo	Gender construction and spanish fiction TV	37	0	37	Q1	75%
193/782	2014	Aguaded	From infoxication to the right to communicate	25	12	37	Q1	75%
194/782	2020	Solano-Fernández	Gender equality and ICT in the context of formal education: A systematic review	24	13	37	Q1	74%
195/782	2011	Gozálvez-Pérez	Education for democratic citizenship in a digital culture	22	15	37	Q1	74%
196/782	2012	Pérez-Tornero	Teacher training in media education: Curriculum and international experiences	21	16	37	Q2	74%
197/782	2020	Han	Personalised learning networks in the university blended learning context	20	17	37	Q2	74%
198/782	2011	Aguaded	Children and young people: The new interactive generations	20	17	37	Q2	74%
199/782	2018	Fernández-de-Arroyabe-Olaortua	Digital natives: Online audiovisual content consumption, creation and dissemination	20	17	37	Q2	74%
200/782	2013	Aguaded	Media programme (UE) - International support for media education	19	18	37	Q2	74%
201/782	2016	Arrabal-Sánchez	Communicating in 140 characters. How journalists in Spain use Twitter	19	18	37	Q2	74%
202/782	2012	Aguaded	United Nations aiming at media literacy education	17	20	37	Q2	73%
203/782	2019	Sáez-López	Application of the ubiquitous game with augmented reality in Primary Education	16	21	37	Q2	73%
204/782	2020	Salinas-Ibáñez	Construction of personalized learning pathways through mixed methods	15	22	37	Q2	73%
205/782	2017	Sánchez-Valle	Parent’s influence on acquiring critical Internet skills	18	18	36	Q2	73%
206/782	2009	Cebrián-Herreros	New forms of communication in the cybermedia	18	18	36	Q2	73%
207/782	2009	Aguaded	The European Parliament bets on media literacy	22	13	35	Q2	73%
208/782	2012	Orozco-Gómez	Educational challenges in times of mass self-communication: A dialogue among audience	20	15	35	Q2	73%
209/782	2020	Escobar-Mamani	WhatsApp for the development of oral and written communication skills in Peruvian adolescents	19	16	35	Q2	73%
210/782	2009	Islas	Understanding cultural convergence through media ecology	18	17	35	Q2	72%
211/782	2018	Caffarel-Serra	Communication research in Spain: Weaknesses, threats, strengths and opportunities	17	18	35	Q2	72%
212/782	2022	Mateus	Teachers' perspectives for a critical agenda in media education post COVID-19. A comparative study in Latin America	17	18	35	Q2	72%
213/782	2016	Alvídrez	Powerful communication style on Twitter: Effects on credibility and civic participation	17	18	35	Q2	72%
214/782	2014	Condeza-Dall’Orso	News consumption among Chilean adolescents: Interest, motivations and perceptions on the news agenda	14	21	35	Q2	72%
215/782	2022	Arcila-Calderón	Hate speech and social acceptance of migrants in Europe: Analysis of tweets with geolocation	12	23	35	Q2	72%
216/782	2017	Álvarez-Arregui	Ecosystems of media training and competence: International assessment of its implementation in Higher education	23	11	34	Q2	72%
217/782	2010	Sureda-Negre	Internet access by minors at home: Usage norms imposed by parents	20	14	34	Q2	72%
218/782	2018	Cassany	Communicating science: The profile of science journalists in Spain	20	14	34	Q2	71%
219/782	2017	Amiama-Espaillat	Digital reading and reading competence. The influence in the Z generation from the Dominican Republic	18	16	34	Q2	71%
220/782	2009	Díaz-Noci	Multimedia and reading ways: a state of the art	17	17	34	Q2	71%
221/782	2011	Said-Hung	The cyber media in Latin America and Web 2.0	17	17	34	Q2	71%
222/782	2014	Humanes-Humanes	College students’ views about journalism education in Spain	17	17	34	Q2	71%
223/782	2015	Monedero-Moya	Usability and satisfaction in multimedia annotation tools for MOOCs	15	19	34	Q2	71%
224/782	2014	Linne	Common uses of Facebook among adolescents from different social sectors in Buenos Aires city	20	13	33	Q2	71%
225/782	2020	Regueira	Women on YouTube: Representation and participation through the Web Scraping technique	20	13	33	Q2	71%
226/782	2016	Ricaurte-Quijano	The Wiki learning project: Wikipedia as an open learning environment	20	13	33	Q2	70%
227/782	2014	Ruiz-del-Olmo	Young people as users of branded applications on mobile devices	19	14	33	Q2	70%
228/782	2014	Minelli-de-Oliveira	Exploring student and teacher perception of E-textbooks in a Primary School	19	14	33	Q2	70%
229/782	2019	Piñeiro-Naval	Study of the academic production on communication in Spain and Latin America	17	16	33	Q2	70%
230/782	2011	Martínez-Pecino	University senior students on the Web	14	19	33	Q2	70%
231/782	2017	Ferrés	Communication efficiency in education: Increasing emotions and storytelling	20	12	32	Q2	70%
232/782	2020	Lozano-Blasco	Problematic Internet uses and depression in adolescents: A meta-analysis	19	13	32	Q2	70%
233/782	2016	Dias-Fonseca	Media education as a strategy for online civic participation in Portuguese schools	19	13	32	Q2	70%
234/782	2014	Fernández-Sánchez	A community of practice: An intervention model based on computer supported collaborative learning	17	15	32	Q2	69%
235/782	2013	Buckingham	Learning about power and citizenship in an online virtual world	16	16	32	Q2	69%
236/782	2022	Gutiérrez-Martín	ICT and Media competencies of teachers. Convergence towards an integrated MIL-ICT model	15	17	32	Q2	69%
237/782	2021	Norstrom	Internet memes in Covid-19 lockdown times in Poland	10	22	32	Q2	69%
238/782	2009	Marcos-López	Mobile learning as a tool for the development of communication skills in virtual discussion boards	17	14	31	Q2	69%
239/782	2013	Turan	The reasons for non-use of social networking websites by university students	16	15	31	Q2	69%
240/782	2012	Gutiérrez-Martín	Media literacy in multiple contexts	14	17	31	Q2	69%
241/782	2021	Golob	Meta-reflexivity for resilience against disinformation	10	21	31	Q2	68%
242/782	2011	Rodríguez-Ferrándiz	From cultural industries to entertainment and creative industries. The boundaries of the cultural field	21	9	30	Q2	68%
243/782	2011	Lozano-Martínez	Software for teaching emotions to students with autism spectrum disorder	18	12	30	Q2	68%
244/782	2014	Domingo-Coscollola	Researching on and with young people: Collaborating and educating	17	13	30	Q2	68%
245/782	2018	Aladro-Vico	Artivism: A new educative language for transformative social action	17	13	30	Q2	68%
246/782	2019	Samuel-Azran	Online news recommendations credibility: The tie is mightier than the source	14	16	30	Q2	68%
247/782	2022	Wachs	Adolescents’ motivations to perpetrate hate speech and links with social norms	13	17	30	Q2	68%
248/782	2022	Sáiz-Manzanares	Student satisfaction with online teaching in times of COVID-19	13	17	30	Q2	68%
249/782	2008	García-de-Castro	Renewal movements in the Spanish television series	10	20	30	Q2	67%
250/782	2015	Berríos-Valenzuela	ICT use and parental mediation perceived by Chilean children	9	21	30	Q2	67%
251/782	2013	Martínez-Pastor	Gender representation in advertising of toys in the Christmas period (2009-12)	17	12	29	Q2	67%
252/782	2013	Tello-Díaz	Intimacy and «extimacy» in social networks. Ethical boundaries of facebook	16	13	29	Q2	67%
253/782	2017	Romero-Frías	Social labs in universities: Innovation and impact in medialab UGR	14	15	29	Q2	67%
254/782	2014	Costa	Use of the Internet in educative informal contexts. Implication for formal education	14	15	29	Q2	67%
255/782	2015	Piñeiro-Otero	ARG (Alternate reality games). Contributions, limitations, and potentialities to the service of the teaching at the...	11	18	29	Q2	67%
256/782	2012	Gómez-Zermeño	Digital libraries: Electronic bibliographic resources on basic education	21	7	28	Q2	67%
257/782	2012	Yuste-Tosina	Synchronous virtual environments for e-assessment in Higher education	15	13	28	Q2	66%
258/782	2017	Van-Hove	The tablet for second language vocabulary learning: Keyboard, stylus or multiple choice	15	13	28	Q2	66%
259/782	2009	Guarinos-Galán	Televisual teenager phenomena. Adolescent prototypes in TV series in Spain	15	13	28	Q2	66%
260/782	2016	Aragón-Mendizábal	A comparative study of handwriting and computer typing in note-taking by university students	12	16	28	Q2	66%
261/782	2020	Ojeda	Sexting in adolescents: Prevalence and behaviours	16	11	27	Q2	66%
262/782	2012	McCloskey	Global teachers: A conceptual model for building teachers’ intercultural competence online	15	12	27	Q2	66%
263/782	2020	Izquierdo-Iranzo	Studygrammers: Learning influencers	14	13	27	Q2	66%
264/782	2014	Cebrián-de-la-Serna	eRubrics in cooperative assessment of learning at university	14	13	27	Q2	66%
265/782	2019	Perlado-Lamo-de-Espinosa	From media planner to media expert: The digital effect in advertising	14	13	27	Q2	65%
266/782	2019	Pedrero-Esteban	Teenagers, smartphones and digital audio consumption in the age of Spotify	13	14	27	Q2	65%
267/782	2021	Núñez	Anxiety and self-esteem in cyber-victimization profiles of adolescents	12	15	27	Q2	65%
268/782	2021	Gómez-García	Newsgames against hate speech in the refugee crisis	10	17	27	Q2	65%
269/782	2016	Pegurer-Caprino	Media literacy in Brazil: Experiences and models in non-formal education	17	9	26	Q2	65%
270/782	2017	Velandia-Mesa	Formative research in ubiquitous and virtual environments in Higher Education	16	10	26	Q2	65%
271/782	2019	Parodi	Google or Gutenberg Generation: Chilean university students’ reading habits and reading purposes	14	12	26	Q2	65%
272/782	2020	Fondevila-Gascón	Influence of Instagram stories in attention and emotion depending on gender	14	12	26	Q2	65%
273/782	2011	Duart	The Net on teaching processes at the university	13	13	26	Q2	64%
274/782	2017	Gavilan	University students and informational social networks: Total sceptics, dual moderates or pro-digitals	13	13	26	Q2	64%
275/782	2016	Sevillano-García	The ubiquitous possibilities of the laptop: Spanish university students’ perceptions	13	13	26	Q2	64%
276/782	2021	Romera	Cybergossip, cyberaggression, problematic Internet use and family communication	12	14	26	Q2	64%
277/782	2009	Navarro-Zamora	Fifteen years of online journalism. Interaction and hypertextuality	11	15	26	Q2	64%
278/782	2011	Rincón	New television narratives: Entertainment, telling, citizenship, experimental	19	6	25	Q2	64%
279/782	2013	Berlanga-Fernández	Ethos, pathos and logos in Facebook. User networking: New «rhetor» of the 21th century	17	8	25	Q2	64%
280/782	2008	Marta-Lazo	The process of TV reception as contextual interaction	16	9	25	Q2	64%
281/782	2011	Mastrini	Structure, concentration and changes of the media system in the Southern Cone of Latin America	15	10	25	Q2	63%
282/782	2020	Rodrigo	Learning ecologies in online students with disabilities	14	11	25	Q2	63%
283/782	2019	Martínez-Costa	Young adults’ interaction with online news and advertising	14	11	25	Q2	63%
284/782	2013	Casanueva-Rocha	Spanish communication academia: Scientific productivity vs. Social activity	13	12	25	Q2	63%
285/782	2019	Crescenzi-Lanna	Safe and inclusive educational apps: Digital protection from an ethical and critical perspective	13	12	25	Q2	63%
286/782	2013	Middaugh	New media as a tool for civic learning	12	13	25	Q2	63%
287/782	2012	Pérez-Latorre	From chess to StarCraft. A comparative analysis of traditional games and videogames	12	13	25	Q2	63%
288/782	2017	Kruger	Original language subtitles: Their effects on the native and foreign viewer	11	14	25	Q2	63%
289/782	2021	Gómez-Quintero	Media representation of minors who migrate on their own: The 'MENA' in the Spanish press	11	14	25	Q2	62%
290/782	2015	Sánchez-Martínez	Using technology to connect generations: Some considerations of form and function	10	15	25	Q2	62%
291/782	2013	Lepicnik-Vodopivec	Communication technology in the home environment of four-year-old children (Slovenia)	9	16	25	Q2	62%
292/782	2020	Alcolea-Díaz	UNESCO’s Media and Information Literacy curriculum for teachers from the perspective of Structural Considerations of...	16	8	24	Q2	62%
293/782	2018	Mesías-Lema	Artivism and social conscience: Transforming teacher training from a sensibility standpoint	15	9	24	Q2	62%
294/782	2019	García-Perales	An enrichment program for students with high intellectual ability: Positive effects on school adaptation	14	10	24	Q2	62%
295/782	2017	Saura	Protesting on Twitter: Citizenship and empowerment from public education	13	11	24	Q2	62%
296/782	2022	Mesquita-Romero	Critical media literacy to improve students' competencies	13	11	24	Q2	62%
297/782	2009	Perona-Páez	Radio edu-webs: Spanish experiences of media education	13	11	24	Q2	61%
298/782	2013	Navarro-Beltrá	Bibliometric analysis of research on women and advertising: Differences in print and audiovisual media	11	13	24	Q2	61%
299/782	2009	Díaz-Arias	Video in cyberspace: Usage and language	11	13	24	Q2	61%
300/782	2014	Rebollo-Catalán	Perceived social support as a factor of rural women’s digital inclusion in online social networks	11	13	24	Q2	61%
301/782	2022	Valverde-Berrocoso	Disinformation and multiliteracy: A systematic review of the literature	9	15	24	Q2	61%
302/782	2010	Hormigos-Ruiz	Music distribution in the consumer society: The creation of cultural identities through sound	17	6	23	Q2	61%
303/782	2011	Méndiz-Noguero	Young people’s attitudes towards and evaluations of mobile TV	15	8	23	Q2	61%
304/782	2016	Briones	Teaching ethics in the university through multicultural online dialogue	15	8	23	Q2	61%
305/782	2020	Lopezosa	SEO and the digital news media: From the workplace to the classroom	13	10	23	Q2	60%
306/782	2010	Bull	iPod: A personalized sound world for its consumers	12	11	23	Q2	60%
307/782	2008	Tyner	Audiences, Intertextuality and new media literacy	11	12	23	Q2	60%
308/782	2019	Gómez-García	Constructing Donald Trump: Mobile apps in the political discourse about the President of the United States	11	12	23	Q2	60%
309/782	2009	García-Muñoz	The positive representation of the image of women in the media	11	12	23	Q2	60%
310/782	2020	Garcés-Prettel	Influence of family and pedagogical communication on school violence	13	9	22	Q2	60%
311/782	2021	Bermejo-Berros	The critical dialogical method in Educommunication to develop narrative thinking	12	10	22	Q2	60%
312/782	2009	Aguaded	The short-sightednes of the new teacher training plans in Spain: Analogical or digital teachers?	12	10	22	Q2	60%
313/782	2016	Aierbe-Barandiaran	Values and emotions in children’s audiovisual fictional narratives	11	11	22	Q2	59%
314/782	2014	Sánchez-González	Knowledge and assessment of crowdfunding in communication. The view of journalists and future journalists	11	11	22	Q2	59%
315/782	2021	Rapanta	The challenge of inclusive dialogic teaching in public secondary school	11	11	22	Q2	59%
316/782	2017	Crespo-Pereira	Neuroscience for content innovation on European public service broadcasters	10	12	22	Q2	59%
317/782	2008	Moreno-Rodríguez	Digital literacy: full control of pen drive and mouse	10	12	22	Q2	59%
318/782	2021	Diego-Mantecón	STEAM projects with KIKS format for developing key competences	9	13	22	Q2	59%
319/782	2007	Barranquero-Carretero	Concept, instruments and challenges of media education for social change	21	0	21	Q2	59%
320/782	2010	Gértrudix-Barrio	The utility of musico-visual formats in teaching	14	7	21	Q2	58%
321/782	2020	García-Marín	Domesticated voices and false participation: Anatomy of interaction on transmedia podcasting	13	8	21	Q2	58%
322/782	2020	Jiménez-Morales	Childhood use of mobile devices: Influence of mothers’ socio-educational level	12	9	21	Q2	58%
323/782	2016	Cmeciu	Digital civic activism in Romania: Framing anti-Chevron online protest community «faces»	11	10	21	Q2	58%
324/782	2022	Estrada-Molina	Engagement and desertion in MOOCs: Systematic review	10	11	21	Q2	58%
325/782	2021	Feijoo	Parents' and children's perception on social media advertising	10	11	21	Q2	58%
326/782	2017	Soengas-Pérez	Cyberactivisim in the process of political and social change in Arab Countries	9	12	21	Q2	58%
327/782	2011	García-Muñoz	Television fiction series targeted at young audience: Plots and conflicts portrayed in a teen series	9	12	21	Q2	58%
328/782	2021	Guan	Facing disinformation: Five methods to counter conspiracy theories amid the Covid-19 pandemic	8	13	21	Q2	57%
329/782	2010	Sedeño	Videogames as cultural devices: development of spatial skills and application in learning	0	21	21	Q2	57%
330/782	2014	Punín-Larrea	Digital media in Ecuador: Future perspectives	14	6	20	Q2	57%
331/782	2016	Ruipérez	Plagiarism and academic integrity in Germany	12	8	20	Q2	57%
332/782	2009	Gramigna	Learning with videogames: Ideas for a renewal of the theory of knowledge and education	11	9	20	Q2	57%
333/782	2011	Osorio-Gómez	Interaction analysis in hybrid learning environment	11	9	20	Q2	57%
334/782	2016	Dueñas-Cid	Discriminatory expressions, the young and social networks: The effect of gender	11	9	20	Q2	57%
335/782	2013	Zubillaga-del-Río	Disability in the perception of technology among university students	11	9	20	Q2	57%
336/782	2018	Aceituno-Aceituno	University training on entrepreneurship in communication and journalism business projects	9	11	20	Q2	56%
337/782	2016	Hu	Chinese university EFL teachers’ knowledge of and stance on plagiarism	9	11	20	Q2	56%
338/782	2021	Galbava	Cyberostracism: Emotional and behavioral consequences in social media interactions	9	11	20	Q2	56%
339/782	2017	Moreira	Higher education distance learning and e-learning in prisons in Portugal	8	12	20	Q2	56%
340/782	2015	Bosch	Uses and gratifications of computers in South African elderly people	7	13	20	Q2	56%
341/782	2011	Torres-Díaz	Digital divide in universities: Internet use in Ecuadorian universities	7	13	20	Q2	56%
342/782	2009	Tous-Rovirosa	PaleoTV, NeoTV and MetaTV in US drama series	14	5	19	Q2	56%
343/782	2020	Bernardo	Bullying and cyberbullying: Variables that influence university dropout	12	7	19	Q2	56%
344/782	2017	Izquierdo	Teachers’ use of ICTs in public language education: Evidence from second language Secondary-School classrooms	11	8	19	Q2	55%
345/782	2018	Carrasco-Polaino	Artivism and NGO: Relationship between image and 'engagement' in Instagram	11	8	19	Q2	55%
346/782	2016	Nupairoj	The ecosystem of media literacy: A holistic approach to media education	11	8	19	Q2	55%
347/782	2010	Baelo-Álvarez	Use of information and communication technologies in Castilla & León universities	11	8	19	Q2	55%
348/782	2019	Bender	Connected learning ecologies as an emerging opportunity through Cosplay	10	9	19	Q2	55%
349/782	2014	Sur	Primary School second grade teachers’ and students’ opinions on media literacy	10	9	19	Q2	55%
350/782	2019	Fanjul-Peyró	eGamers’ influence in brand advertising strategies. A comparative study between Spain and Korea	10	9	19	Q2	55%
351/782	2021	Wright	Youths’ coping with cyberhate: Roles of parental mediation and family support	10	9	19	Q2	55%
352/782	2021	Ortega-Mohedano	Predicting wellbeing in children’s use of smart screen devices	9	10	19	Q2	54%
353/782	2011	Burkle	Apprenticeship students learning on-line: Opportunities and challenges for polytechnic institutions	9	10	19	Q2	54%
354/782	2012	Potter	Social media and self-curatorship: Reflections on identity and pedagogy through blogging on a masters module	9	10	19	Q2	54%
355/782	2017	Remesal	Online questionnaires use with automatic feedback for e-innovation in university students	8	11	19	Q2	54%
356/782	2011	Medina-Laverón	The transformation of public TV companies into digital services at the BBC and RTVE	11	7	18	Q2	54%
357/782	2016	Gómez-Espinosa	The impact of activity design in Internet plagiarism in Higher Education	10	8	18	Q2	54%
358/782	2011	Marcelo-García	«Alacena», an open learning design repository for university teaching	10	8	18	Q2	54%
359/782	2014	Arancibia-Herrera	Meaning processes mediated through a protagonists’ collaborative learning platform	9	9	18	Q2	54%
360/782	2021	Carrasco-Polaino	Citizen participation in Twitter: Anti-vaccine controversies in times of COVID-19	9	9	18	Q2	53%
361/782	2008	del-Río-Pereda	Reality construction by Spanish infancy across TV consumption	9	9	18	Q2	53%
362/782	2020	Bonami	Education, Big Data and Artificial Intelligence: Mixed methods in digital platforms	8	10	18	Q2	53%
363/782	2019	Roses-Campos	Conflicts in the professional roles of journalists in Spain: Ideals and practice	8	10	18	Q2	53%
364/782	2016	Rivera	Online and offline pornography consumption in Colombian adolescents	8	10	18	Q2	53%
365/782	2020	Martínez	Online parental mediation strategies in family contexts of Spain	6	12	18	Q2	53%
366/782	2015	Cifuentes-Álvarez	ICT leadership in Higher Education: A multiple case study in Colombia	5	13	18	Q2	53%
367/782	2014	Chibás-Ortíz	Managing creativity in collaborative virtual learning environments e: A DL corporate project	12	5	17	Q2	53%
368/782	2022	González-Díaz	Latin American professors’ research culture in the digital age	10	7	17	Q2	52%
369/782	2018	Vernier	Critical thinking of young citizens towards news headlines in Chile	9	8	17	Q2	52%
370/782	2019	López-Cepeda	Participatory audiences in the European public service media: Content production and copyright	9	8	17	Q2	52%
371/782	2010	Aguaded	The European Union passes a recommendation on media literacy in the European digital environment	9	8	17	Q2	52%
372/782	2008	García-Matilla	Television and young people in Spain	9	8	17	Q2	52%
373/782	2016	Cerbino	Community media as exercise of communicative citizenship: Experiences from Argentina and Ecuador	9	8	17	Q2	52%
374/782	2018	Saiz-Echezarreta	Advocacy of trafficking campaigns: A controversy story	11	5	16	Q2	52%
375/782	2011	López-Valero	Digital competence and literacy: Developing new narrative formats. The «Dragon age: Origins» videogame	10	6	16	Q2	52%
376/782	2013	Bermejo-Berros	Masking as a persuasive strategy in advertising for young	9	7	16	Q2	51%
377/782	2009	Kotilainen	Promoting youth civic participation with media production: The case of Youth Voice editorial board	7	9	16	Q2	51%
378/782	2008	Tucho-Fernández	Media education in the Spanish legislation	6	10	16	Q2	51%
379/782	2021	Díaz-Pérez	From the global myth to local mobilization: Creation and resonance of Greta Thunberg’s frame	6	10	16	Q2	51%
380/782	2020	García-Ramos	Gender studies in Communication Degrees	6	10	16	Q2	51%
381/782	2009	González-Conde	Networks of participation and communicative interchanges in public radio: Podcasting	3	13	16	Q2	51%
382/782	2011	Fuenzalida-Fernández	A new meaning of educational television: from school to audience’s everyday life	13	2	15	Q2	51%
383/782	2014	Falcón-Díaz-Aguado	Adolescent students as media fictional characters	9	6	15	Q2	51%
384/782	2014	Fuente-Cobo	Active audiences in the regulation of the audiovisual media. Consumer versus citizen in Spain and Mexico	9	6	15	Q2	50%
385/782	2008	Rincón	No more audiences, we all become producers	9	6	15	Q2	50%
386/782	2016	Lema-Blanco	Youth and the third sector media in Spain: Communication and social change training	9	6	15	Q2	50%
387/782	2013	Milojevic	Methodological approaches to study interactivity in communication journals	9	6	15	Q2	50%
388/782	2010	Schalk-Quintanar	Discourse analysis in the quality of expected learning	8	7	15	Q2	50%
389/782	2011	Medrano-Samaniego	Values perceived in television by adolescents in different cross-cultural contexts	8	7	15	Q2	50%
390/782	2021	Ferrero-de-Lucas	ICT and knowledge management in Teaching and Engineering Students	8	7	15	Q2	50%
391/782	2022	Serrano-Díaz	Families’ perception of children’s academic performance during the COVID-19 lockdown	6	9	15	Q2	50%
392/782	2011	Gómez-Escalonilla-Moreno	Students’ perspective on on-line college education in the field of journalism	5	10	15	Q3	49%
393/782	2007	Cabero-Almenara	Technology changed scene or Pygmalion came true	14	0	14	Q3	49%
394/782	2007	Gómez-Camacho	Spanish spelling and electronic writing	14	0	14	Q3	49%
395/782	2010	Santibáñez-Velilla	Virtual and real classroom in learning audiovisual communication and education	11	3	14	Q3	49%
396/782	2010	Clarembeaux	Film education: Memory and heritage	10	4	14	Q3	49%
397/782	2008	Lozano-Rendón	Foreign film and television consumption and appropriation by Latin American audiences	9	5	14	Q3	49%
398/782	2016	Tiede	Media pedagogy in German and U.S. teacher education	8	6	14	Q3	49%
399/782	2011	Phillippi-Miranda	Communicative empowerment: Narrative skills of the subjects	8	6	14	Q3	48%
400/782	2020	Pinazo-Calatayud	Positive or negative communication in social activism	8	6	14	Q3	48%
401/782	2009	González-Navarro	New educational settings. Cognitive challenges for the realization of a collective intelligence	8	6	14	Q3	48%
402/782	2018	Gou	Towards understanding young children’s digital lives in China and Australia	7	7	14	Q3	48%
403/782	2013	Calderón-Martínez	The participation and web visibility of university digital repositories in the European context	7	7	14	Q3	48%
404/782	2017	Camilli-Trujillo	Meta-synthesis of literacy for the empowerment of vulnerable groups	7	7	14	Q3	48%
405/782	2008	Aierbe-Barandiaran	Adolescents’ television viewing habits and its relation with values	6	8	14	Q3	48%
406/782	2018	Suárez-Perdomo	Assessing the ethical and content quality of online parenting resources	6	8	14	Q3	48%
407/782	2020	Hinojo-Lucena	Sharenting: Internet addiction, self-control and online photos of underage children	6	8	14	Q3	47%
408/782	2020	León-Pérez	Self-perception about emerging digital skills in Higher Education students	6	8	14	Q3	47%
409/782	2009	Mellado-Ruiz	Latin American journalism: A review of five decades and a proposal for a model of analysis	5	9	14	Q3	47%
410/782	2011	Chicharro-Merayo	Learning from television fiction. The reception and socialization effects from watching «Loving in troubled times»	4	10	14	Q3	47%
411/782	2012	Lacalle	Genre and age in the reception of television fiction	9	4	13	Q3	47%
412/782	2009	Moral-Toranzo	The Internet as a framework for communication and social interaction	9	4	13	Q3	47%
413/782	2009	Scheuer	Foreword	8	5	13	Q3	47%
414/782	2013	Marta-Lazo	The «i-Generation» and its interaction in social networks. An analysis of Coca-Cola on Tuenti	8	5	13	Q3	47%
415/782	2016	Hernández-Ruiz	Antifraud editorial policy in Spanish and Latin American scientific publication: JCR social sciences edition	8	5	13	Q3	46%
416/782	2019	Chib	Distributed digital contexts and learning: Personal empowerment and social transformation in marginalized populations	8	5	13	Q3	46%
417/782	2011	Porta-Navarro	The musical offers of children’s programming on «Televisión Española» as its hearing universe	8	5	13	Q3	46%
418/782	2017	Ugalde	Adolescents’ TV viewing patterns in the digital era: A cross-cultural study	8	5	13	Q3	46%
419/782	2009	Lau	Information skills: conceptual convergence between information and communication sciences	8	5	13	Q3	46%
420/782	2017	Grijalva-Verdugo	Social empowerment in Mexican violent contexts through media competence	8	5	13	Q3	46%
421/782	2020	Tiscareño-García	Victims and perpetrators of feminicide in the language of the Mexican written press	8	5	13	Q3	46%
422/782	2015	Öngün	Young learners’ objectives related to multimedia use and homework completion	7	6	13	Q3	46%
423/782	2017	Salcudean	The emotional impact of traditional and new media in social events	7	6	13	Q3	45%
424/782	2008	Parrilla	Language’s alterations in the digital era	7	6	13	Q3	45%
425/782	2009	Bautista-García-Vera	Audiovisual narrations based on intercultural relationships in education	7	6	13	Q3	45%
426/782	2022	Robles	When negativity is the fuel. Bots and Political Polarization in the COVID-19 debate	6	7	13	Q3	45%
427/782	2014	López-Vidales	Audioblogs and Tvblogs, tools for collaborative learning in journalism	6	7	13	Q3	45%
428/782	2011	Ramírez-de-la-Piscina-Martínez	Report about the media literacy situation in the basque school community	6	7	13	Q3	45%
429/782	2011	Brändle-Señán	The risk of emergence of boomerang effect in communication against violence	6	7	13	Q3	45%
430/782	2021	Kong	Motivation and perception of Hong Kong university students about social media news	6	7	13	Q3	45%
431/782	2013	Banaji	Everyday racism and «My tram experience»: Emotion, civic performance and learning on YouTube	6	7	13	Q3	44%
432/782	2014	de-Andrés-del-Campo	Critical analysis of government vs. Commercial advertising discourse on older persons in Spain	6	7	13	Q3	44%
433/782	2023	Flores-Vivar	Reflections on the ethics, potential, and challenges of artificial intelligence in the framework of quality education...	5	8	13	Q3	44%
434/782	2013	Ortiz-Sobrino	TV broadcasters and research on TV and children	8	4	12	Q3	44%
435/782	2017	Novo	Connective Intelligence for childhood mathematics education	8	4	12	Q3	44%
436/782	2012	Pereira	Resources for media literacy: Mediating the research on children and media	7	5	12	Q3	44%
437/782	2013	Ponte	Connecting generations. A research and learning approach for media education and audience studies	7	5	12	Q3	44%
438/782	2009	Moeller	Nurturing freedom of expression through teaching global media literacy	7	5	12	Q3	44%
439/782	2010	Romero-Calmache	Advertising in the digital age: The microsite as a strategic factor in on-line advertising campaigns	7	5	12	Q3	43%
440/782	2015	Valenzuela-Fernández	Influence of placement on explicit and implicit memory of college students	6	6	12	Q3	43%
441/782	2015	Luna-García	Design patterns to enhance accessibility and use of social applications for older adults	6	6	12	Q3	43%
442/782	2008	Medrano-Samaniego	What values do adolescents perceive in their favourite TV programmes?	6	6	12	Q3	43%
443/782	2021	Sánchez-López	Digital creativity to transform learning: Empowerment from a com-educational approach	6	6	12	Q3	43%
444/782	2013	Giménez-Toledo	Black holes of communication scientific communication and meta-research	6	6	12	Q3	43%
445/782	2019	de-la-Garza-Montemayor	Online political participation of young people in Mexico, Spain and Chile	6	6	12	Q3	43%
446/782	2020	Halpern	School performance: New multimedia resources versus traditional notes	6	6	12	Q3	43%
447/782	2012	Sevillano-García	Food advertising and consumption by students in Huánuco (Peru)	6	6	12	Q3	42%
448/782	2018	Clua	Youth impact on the public sphere in Press and Twitter: The dissolution of the Spanish Youth Council	6	6	12	Q3	42%
449/782	2021	Ardèvol	Myths in visual environmental activism narratives on Instagram	5	7	12	Q3	42%
450/782	2018	Meneses	#TrumpenMexico. Transnational connective action on Twitter and the border wall dispute	5	7	12	Q3	42%
451/782	2021	Andrade-Vargas	Young people and social networks: Between the democratization of knowledge and digital inequality	5	7	12	Q3	42%
452/782	2015	Tobías-Martínez	A digital repository of filmic content as a teaching resource	5	7	12	Q3	42%
453/782	2021	Fraga-Varela	The impact of serious games in mathematics fluency: A study in Primary Education	4	8	12	Q3	42%
454/782	2021	Garrido	Archetypes, Me Too, Time’s Up and the representation of diverse women on TV	3	9	12	Q3	42%
455/782	2022	Abuín-Vences	Hate speech analysis as a function of ideology: Emotional and cognitive effects	3	9	12	Q3	41%
456/782	2008	Fuenzalida-Fernández	Changes in the relationship between children and television	8	3	11	Q3	41%
457/782	2008	Tirado-Morueta	Drog@ project: virtual learning communities	8	3	11	Q3	41%
458/782	2022	Valera-Ordaz	Unraveling disinformation: Notions and discourses from the Spanish population	7	4	11	Q3	41%
459/782	2012	Vergara-Leyton	Representation of childhood in advertising discourse. A case study of the advertising industry in Chile	7	4	11	Q3	41%
460/782	2020	Martínez-Rodríguez	The ecology of resilience learning in ubiquitous environments to adverse situations	7	4	11	Q3	41%
461/782	2020	Rummler	Mobile learning for homework: Emerging cultural practices in the new media ecology	6	5	11	Q3	41%
462/782	2017	Adams	Promoting adolescents’ moral advertising literacy in Secondary Education	6	5	11	Q3	41%
463/782	2021	Renés-Arellano	Countervalues of the digital ethos perceived by future trainers	6	5	11	Q3	40%
464/782	2009	de-Fontcuberta-Balaguer	Criteria of media education program for Chilean teachers: A proposal for continuous training	6	5	11	Q3	40%
465/782	2021	Luengo	COVID-19 on YouTube: Debates and polarisation in the digital sphere	6	5	11	Q3	40%
466/782	2019	Navarro-Pablo	The use of digital resources and materials In and outside the bilingual classroom	5	6	11	Q3	40%
467/782	2013	Ledo-Andión	Cultural diversity across the networks: The case of national cinema	5	6	11	Q3	40%
468/782	2010	Pastor-Alonso	I want to be a journalist: looking for motivation in journalism	5	6	11	Q3	40%
469/782	2010	Browne-Sartori	Intercultural journalism: Peruvian and Bolivian representation in the Chilean daily press news	5	6	11	Q3	40%
470/782	2017	Cano-Correa	College students in Lima: Politics, media and participation	5	6	11	Q3	39%
471/782	2023	Lozano-Blasco	Social media influence on young people and children: Analysis on Instagram, Twitter and YouTube	4	7	11	Q3	39%
472/782	2007	Marzal-Felici	Film analysis in multiscreen era	10	0	10	Q3	39%
473/782	2012	Sánchez-Carrero	Keys to recognizing the levels of critical audiovisual reading in children	9	1	10	Q3	39%
474/782	2022	Herrero-Curiel	Secondary education students and media literacy in the age of disinformation	7	3	10	Q3	39%
475/782	2010	Sobrado-Fernández	Planning and development of an ICT-skills map in guidance	6	4	10	Q3	39%
476/782	2019	Garmen	Multiple intelligences and video games: Assessment and intervention with TOI software	6	4	10	Q3	39%
477/782	2010	Martínez-Salanova-Sánchez	Education in European cinema and society’s exclusion of the young	6	4	10	Q3	39%
478/782	2008	Vassallo-de-Lopes	Television and narratives: cultural identities in globalization age	6	4	10	Q3	38%
479/782	2012	Mora-Fernández	The analysis of interactive media and digital culture - hypermedia literacy in Peru and Bolivia	5	5	10	Q3	38%
480/782	2012	Llorent-Bedmar	The educational role of the digital media in the integration of immigrants in Spain: El mundo.es and El pais.com	5	5	10	Q3	38%
481/782	2022	Campos-Domínguez	Rhetoric of parliamentary disinformation on Twitter	5	5	10	Q3	38%
482/782	2008	Sopena-Palomar	The audio-visual regulation: the arguments for and against	4	6	10	Q3	38%
483/782	2021	Rodríguez-Suárez	Online research, new languages and symbolism of digital activism: A systematic review	4	6	10	Q3	38%
484/782	2019	Katherine-Chen	Taiwanese university students’ smartphone use and the privacy paradox	4	6	10	Q3	38%
485/782	2008	García-Canclini	Books, screens and audiences: what is changing	4	6	10	Q3	38%
486/782	2019	Sastre-Riba	From high intellectual ability to genius: Profiles of perfectionism	4	6	10	Q3	37%
487/782	2017	Sun	Stop-motion to foster digital literacy in Elementary School	3	7	10	Q3	37%
488/782	2010	Vergara-Leyton	The social and cultural impact of advertising among Chilean youths	3	7	10	Q3	37%
489/782	2007	Espinar-Ruiz	Gender stereotypes in audiovisual products for children	9	0	9	Q3	37%
490/782	2007	Ezeiza-Ramos	On-line tutoring at university: a proposal for the sequencing of electronic tools	9	0	9	Q3	37%
491/782	2013	Vega-Casanova	A children’s observatory of television: «Observar TV», a space for dialogue between children	7	2	9	Q3	37%
492/782	2012	Bautista-García-Vera	Value of audiovisual records in intercultural education	7	2	9	Q3	37%
493/782	2019	Edo	Content syndication in news aggregators. Towards devaluation of professional journalistic criterio	6	3	9	Q3	37%
494/782	2009	Silver	A European approach to media literacy: Moving toward an inclusive knowledge society	6	3	9	Q3	36%
495/782	2014	Bujokas-de-Siqueira	Media education and Brazilian educational policies for the enhancement of learning	6	3	9	Q3	36%
496/782	2008	Perales-Albert	Learning identity: what kind of children do children perceive when they watch TV?	6	3	9	Q3	36%
497/782	2010	Fonseca-Mora	Studying Spanish in the USA: Mass media as social motivation	5	4	9	Q3	36%
498/782	2010	Burn	Thrills in the dark: Young people’s moving image cultures and media education	5	4	9	Q3	36%
499/782	2008	Walzer-Moskovic	Public service models in European TV: a comparative analysis of TVE and BBC	5	4	9	Q3	36%
500/782	2015	Arroyo-Almaraz	The undesired effects of digital communication on moral response	5	4	9	Q3	36%
501/782	2013	del-Moral-Pérez	Media literacy, participation and accountability for the media of generation of silence	5	4	9	Q3	36%
502/782	2010	Cebrián-de-la-Serna	Environmental indigenous wisdom and the design of educational resources	4	5	9	Q3	35%
503/782	2015	Marti-Pellón	Children’s exposure to advertising on games sites in Brazil and Spain	4	5	9	Q3	35%
504/782	2011	Fernández-Villanueva	Emotions elicited by television violence	4	5	9	Q3	35%
505/782	2012	Oliva-Rota	Fame and proffessional success in «Operación Triunfo» and «Fama ¡a bailar!»	4	5	9	Q3	35%
506/782	2008	Digón-Regueiro	Children programmes and sensationalist TV: entertaining, misinforming, miseducating	3	6	9	Q3	35%
507/782	2018	Piñeiro-Otero	Radio studies: An overview from the Ibero-American academia	3	6	9	Q3	35%
508/782	2012	Saleh	Media and information literacy in South Africa: Goals and tools	2	7	9	Q3	35%
509/782	2012	Reia-Baptista	Film literacy: Media appropriations with examples from the European film context	7	1	8	Q3	35%
510/782	2010	Ocaña-Fernández	The sonic imagination of children in Andalusia: A musical analysis of the TV programme «The Band»	6	2	8	Q3	34%
511/782	2010	de-Aguilera-Moyano	Imaginative appropriations of music in the new communicative scenarios	5	3	8	Q3	34%
512/782	2012	Alvarado-Miquilena	Critical reading of media: A methodological proposal	5	3	8	Q3	34%
513/782	2011	Souza-Mayerholz	The intervention of TV in the Chilean earthquake	5	3	8	Q3	34%
514/782	2020	Masilamani	eHealth literacy of late adolescents: Credibility and quality of health information through smartphones in India	5	3	8	Q3	34%
515/782	2022	Mogoș	Russian disinformation in Eastern Europe. Vaccination media frames in ro.sputnik.md	5	3	8	Q3	34%
516/782	2008	Ortiz-Sobrino	To teach the look in a multi-screen society	5	3	8	Q3	34%
517/782	2022	Ramírez-García	Interdisciplinarity of scientific production on hate speech and social media: A bibliometric analysis	4	4	8	Q3	34%
518/782	2022	Menéndez-Alvarez-Hevia	Contributions of futures studies to education: A systematic review	4	4	8	Q3	33%
519/782	2018	Souza-Leal	Violence against Brazilian women in public and mediatic spheres	4	4	8	Q3	33%
520/782	2022	Manetti	Design process for the generation of future education scenarios	4	4	8	Q3	33%
521/782	2019	García-Guardia	Educating the gifted student: Eagerness to achieve as a curricular competence	4	4	8	Q3	33%
522/782	2008	Perceval-Verde	Oral-gestural, writing, audio, audiovisual and… digital? The five degrees of communication in education	3	5	8	Q3	33%
523/782	2021	Espiñeira-Bellón	Cyber-plagiarism as digital support for the submission of academic writing	3	5	8	Q3	33%
524/782	2018	Orosa-Roldán	Postdrama culture in Ecuador and Spain: Methodological framework and comparative study	2	6	8	Q3	33%
525/782	2007	Rivoltella	Italian media educational situation and challenges for the next future	7	0	7	Q3	33%
526/782	2007	Ferrer-López	Content analysis about toy’s advertisment during Christmas campaign	7	0	7	Q3	32%
527/782	2007	Zunzunegui-Díez	The state of things: two or three things I know about film analysis	7	0	7	Q3	32%
528/782	2007	Ramos-Serrano	Strategies of telephone companies in Spain	7	0	7	Q3	32%
529/782	2012	del-Valle-Rojas	Media literacy and consumption of media and advertising in university students of pedagogy in Chile	5	2	7	Q3	32%
530/782	2011	Montalvo-Castro	Audiovisual riddles to stimulate children’s creative thinking	5	2	7	Q3	32%
531/782	2010	Zagalo	Creative game literacy. A study of interactive media based on film literacy	5	2	7	Q3	32%
532/782	2021	Novella-Cámara	Children’s participation, local policy and the digital environment: Visions and uses among Spanish municipalities	4	3	7	Q3	32%
533/782	2008	Rodríguez-Vázquez	TV and elderly people: educating or mis-educating?	4	3	7	Q3	32%
534/782	2022	Yasar-Akyar	Special Education Teacher’s professional development through digital storytelling	4	3	7	Q3	31%
535/782	2008	Loscertales-Abril	Cartoon movies at home: animation films and TV	4	3	7	Q3	31%
536/782	2017	Ledo-Andión	The role of original version cinema into the European digital space	4	3	7	Q3	31%
537/782	2021	Su	A web-based serious game about self-protection for COVID-19 prevention: Development and usability testing	3	4	7	Q3	31%
538/782	2008	Camps-Cervera	Anything goes? Towards an ethical look in the mass media	3	4	7	Q3	31%
539/782	2020	Díaz-Bustamante	Perceived sexualization in girls' fashion stylings: A Spain-China cross-cultural analysis	3	4	7	Q3	31%
540/782	2008	Marcellán-Baraze	Mass media educative value: social correlations	3	4	7	Q3	31%
541/782	2009	Saleh	Media literacy in MENA: Moving beyond the vicious cycle of oxymora	3	4	7	Q3	31%
542/782	2010	Pérez-Ugena	Violence in TV: Analysis of children´s programming	3	4	7	Q3	30%
543/782	2018	Mateos	Video artivism: The poetics of symbolic conflict	2	5	7	Q3	30%
544/782	2022	Guiñez-Cabrera	Booktokers: Generating and sharing book content on TikTok	2	5	7	Q3	30%
545/782	2007	Lamuedra-Graván	Media students, professional placements, University and the learning challenge	6	0	6	Q3	30%
546/782	2010	Fouce-Rodríguez	Technologies and media in digital music: From music market crisis to new listening practices	6	0	6	Q3	30%
547/782	2011	Marzal-Felici	Consumption patterns and uses of photography in digital era among communication students	5	1	6	Q3	30%
548/782	2009	Morduchowicz	When media education is state policy	5	1	6	Q3	30%
549/782	2020	Berger	Teachers’ mediation practice: Opportunities and risks for youth media behavior	5	1	6	Q3	29%
550/782	2008	Bustamante-Bohórquez	Towards a democratic education of the look	4	2	6	Q3	29%
551/782	2017	Porta-Navarro	Music and its significance in children favourite audiovisuals	4	2	6	Q3	29%
552/782	2008	Ruiz-San-Román	TV channels social responsibility: self-regulation on TV contents during special protected schedule	3	3	6	Q3	29%
553/782	2008	Sánchez-Carrero	«Infant television newscast»: learning resource in TV	3	3	6	Q3	29%
554/782	2020	Denia	The impact of science communication on Twitter: The case of Neil deGrasse Tyson	3	3	6	Q3	29%
555/782	2018	Díaz-Fernández	Spies and security: Assessing the impact of animated videos on intelligence services in school children	3	3	6	Q3	29%
556/782	2010	Aguaded	Media literacy training in graduate and postgraduate studies	3	3	6	Q3	29%
557/782	2015	Muellner	Annotations and the ancient greek hero: Past, present, and future	3	3	6	Q3	28%
558/782	2008	Aguaded	University television and public service	3	3	6	Q3	28%
559/782	2011	Quiroz-Velasco	Television: seen, heard and read by Peruvian adolescents	3	3	6	Q3	28%
560/782	2022	Arroyave-Cabrera	Communication bibliometric research in Latin American scientific journals (2009-2018)	3	3	6	Q3	28%
561/782	2008	Abellán-Fabrés	Community dimension of media literacy	3	3	6	Q3	28%
562/782	2022	Gonçalves	A systematic literature review of the representations of migration in Brazil and the United Kingdom	3	3	6	Q3	28%
563/782	2008	Loscertales-Abril	Watching movies at home: an overview to family socialization	3	3	6	Q3	28%
564/782	2011	Hirsjärvi	Children and new media: Youth media participation. A case study of Egypt and Finland	2	4	6	Q3	28%
565/782	2022	Taddeo	Creators and spectators facing online information disorder. Effects of digital content production on information skills	2	4	6	Q3	27%
566/782	2020	Dagnino	The role of supporting technologies in a mixed methods research design	2	4	6	Q3	27%
567/782	2008	Martínez-Fresneda-Osorio	Journalistic design, the critic reading key of the press	2	4	6	Q3	27%
568/782	2012	Ponte	Training graduate students as young researchers to study families’ use of media	1	5	6	Q3	27%
569/782	2022	Carbonell-Alcocer	Educating for a sustainable future through the Circular Economy: Citizen involvement and social change	1	5	6	Q3	27%
570/782	2008	Gómez-Aguilar	Education in mobility	1	5	6	Q3	27%
571/782	2007	Palao-Errando	Sequential literacy: the teaching of cinema in the age of audio-visual speech	5	0	5	Q3	27%
572/782	2008	Marín-Montín	Teaching sport with TV	3	2	5	Q3	27%
573/782	2010	Pastor-Pérez	The radio dramatization of educational contents: A higher education experience	3	2	5	Q3	26%
574/782	2011	Marín-Murillo	Teenagers and motherhood in the cinema: «Juno», «Precious» and «The Greatest»	3	2	5	Q3	26%
575/782	2021	Maltos-Tamez	Digital media and university political practices in the public sphere	3	2	5	Q3	26%
576/782	2008	Lull	The active pleasures of expression and communication	3	2	5	Q3	26%
577/782	2010	Valencia-Cerino	The symbols and written language of users of messenger	3	2	5	Q3	26%
578/782	2008	de-Oliveira-Soares	The right to the screen: from media education to educommunication in Brazil	3	2	5	Q3	26%
579/782	2009	Sevillano-García	Television, attitudes, and drugs in adolescents: Research on their effects	3	2	5	Q3	26%
580/782	2008	Vergara-del-Solar	TV in the daily life of children: the case of Santiago de Chile	3	2	5	Q3	26%
581/782	2023	García-Orosa	Algorithms and communication: A systematized literature review	2	3	5	Q3	25%
582/782	2015	Drula	Forms of media convergence and multimedia content . A Romanian perspective	2	3	5	Q3	25%
583/782	2010	Aierbe-Barandiaran	Intimacy in television programs: Adolescents’ perception	2	3	5	Q3	25%
584/782	2022	Díez-Gutiérrez	Political hate speech of the far right on Twitter in Latin America	2	3	5	Q3	25%
585/782	2008	Revuelta-Blanco	Image Pedagogy: TV advertisement critical reading	2	3	5	Q3	25%
586/782	2008	Callejo-Gallego	The right to access to the media: methodological reflections	2	3	5	Q3	25%
587/782	2010	Bazalgette	Analogue sunset. The educational role of the British Film Institute, 1979-2007	2	3	5	Q4	25%
588/782	2014	Espinosa-Bayal	Adolescent television consumers: Self-perceptions about their rights	2	3	5	Q4	25%
589/782	2008	Medrano-Samaniego	Are there social stereotypes in teenagers´ viewing habits?	2	3	5	Q4	24%
590/782	2009	Martínez-Salanova-Sánchez	The media and the meeting of cultures, in pro of cultural coexistence	1	4	5	Q4	24%
591/782	2022	Froment	The relationship of Twitter with teacher credibility and motivation in university students	1	4	5	Q4	24%
592/782	2008	Martín-Barbero	The explosion of narratives and the multiplication of readings	0	5	5	Q4	24%
593/782	2007	Rodríguez-Merchán	Cinema teaching in Spain. A historical perspective and a contemporary view	4	0	4	Q4	24%
594/782	2007	Gabelas-Barroso	A view of media education in Spain	4	0	4	Q4	24%
595/782	2007	Reia-Baptista	Towards a media literacy: examples of the Portuguese speaking context	4	0	4	Q4	24%
596/782	2007	Calvo-Salvador	Social exclusion and technology	4	0	4	Q4	24%
597/782	2009	Fernández	Broadcast yourself: Oxymoron or media mistake?	3	1	4	Q4	23%
598/782	2020	Möller-Recondo	New genius-entrepreneurs: Itinerary and trajectories of university educational excellence	3	1	4	Q4	23%
599/782	2021	Tur-Porcar	Aggressiveness, instability and social-emotional education in an inclusive environment	3	1	4	Q4	23%
600/782	2022	Salcines-Talledo	Smartphones in Higher Education. A longitudinal qualitative study	3	1	4	Q4	23%
601/782	2008	Guerra-Liaño	The TV: an educational tool in the context of the family	2	2	4	Q4	23%
602/782	2008	Ubreva-Amor	Image as a daily learning opportunity	2	2	4	Q4	23%
603/782	2023	Estanyol	Digital competence among young people in Spain: A gender divide analysis	2	2	4	Q4	23%
604/782	2012	Tayie	Young people’s interaction with media in Egypt, India, Finland, Argentina and Kenya	2	2	4	Q4	23%
605/782	2010	Suhr	Understanding the emergence of social protocols on MySpace: Impact and its ramifications	2	2	4	Q4	22%
606/782	2008	de-Souza	The use of digital video in class: a pedagogical proposition	2	2	4	Q4	22%
607/782	2010	Nogueira-Tavares	Understanding cinema: The avant-gardes and the construction of film discourse	2	2	4	Q4	22%
608/782	2013	Aran-Ramspott	The notion of violence in television fiction: Children’s interpretation	2	2	4	Q4	22%
609/782	2022	Rodero	Virtual reality with distractors to overcome public speaking anxiety in university students	2	2	4	Q4	22%
610/782	2018	Martínez-Roa	Perceptions and participation in community radio stations in Nariño-Colombia	2	2	4	Q4	22%
611/782	2010	Reia-Baptista	Film languages in the European collective memory	2	2	4	Q4	22%
612/782	2016	Duarte-Hueros	The audiovisual content downloads among university students	2	2	4	Q4	22%
613/782	2012	Gértrudix-Barrio	Music in virtual worlds. Study on the representation spaces	2	2	4	Q4	21%
614/782	2008	Maeso-Rubio	TV and education in values	1	3	4	Q4	21%
615/782	2008	Gutiérrez-Martín	Media education in the digital age	1	3	4	Q4	21%
616/782	2022	Dynel	The life of COVID-19 mask memes: A diachronic study of the pandemic memescape	1	3	4	Q4	21%
617/782	2008	Granado-Palma	Another audio-visual education	1	3	4	Q4	21%
618/782	2008	Matos	Watching TV with family	1	3	4	Q4	21%
619/782	2023	Samy-Tayie	News literacy and online news between Egyptian and Spanish youth: Fake news, hate speech and trust in the media	1	3	4	Q4	21%
620/782	2008	de-Pablos-Coello	‘Communicative Frenzy’ as disinformation	1	3	4	Q4	21%
621/782	2023	Cazan	Factors determining the use of e-learning and teaching satisfaction	1	3	4	Q4	20%
622/782	2014	Aguaded	Research as a strategy for training educommunicators: Master and doctorate	0	4	4	Q4	20%
623/782	2008	López-de-la-Roche	Do young audiences learn from media?	3	0	3	Q4	20%
624/782	2007	Moro-Rodríguez	Values education through television advertising	3	0	3	Q4	20%
625/782	2007	Krucsay	Media education in Austria: competence, communication, autonomy	3	0	3	Q4	20%
626/782	2010	Bruhn-Jensen	The sounds of media. An interdisciplinary review of research on sound as communication	3	0	3	Q4	20%
627/782	2007	Palacio-Arranz	Cultural Studies and film in Spain	3	0	3	Q4	20%
628/782	2008	Daolio	Viewing comprehension: an educational experience interpreting television sports from Brazil	2	1	3	Q4	19%
629/782	2010	Ruiz-del-Olmo	Language and collective identity in Buñuel. Propaganda in the film «España 1936»	2	1	3	Q4	19%
630/782	2022	Palau-Sampio	Quality recognition as a prescriber against disinformation	2	1	3	Q4	19%
631/782	2009	Akyeampong	Making the introduction of multi-media technologies count in education reform in Africa: The case of Ghana	2	1	3	Q4	19%
632/782	2011	Lull	Communicating culture: An evolutionary explanation	2	1	3	Q4	19%
633/782	2009	Banda	Exploring media education as civic praxis in Africa	2	1	3	Q4	19%
634/782	2008	López-Romero	A descriptive study of TV consumption in children in Primary and High schools	2	1	3	Q4	19%
635/782	2022	Baggia	Emoticons in student-professor email communication	2	1	3	Q4	19%
636/782	2011	García-García	Structures and archetypal content in advertising communication	2	1	3	Q4	18%
637/782	2022	Febro-Naga	Exploring cyber violence against women and girls in the Philippines through Mining Online News	1	2	3	Q4	18%
638/782	2009	Das	Media education as a development project: Connecting emancipatory interests and governance in India	1	2	3	Q4	18%
639/782	2019	Castelló-Tarrida	The role of knowledge structures in adult excellence. An approach from expert functioning	1	2	3	Q4	18%
640/782	2008	Herrera-Damas	The newsombudsman as an instrument for media education	1	2	3	Q4	18%
641/782	2009	Neitzel	Investigating the reading process by means of collaborative environment	1	2	3	Q4	18%
642/782	2009	Cheung	Education reform as an agent of change: The development of media literacy in Hong Kong during the last decade	1	2	3	Q4	18%
643/782	2021	Picado-Arce	Drivers for the development of computational thinking in Costa Rican students	1	2	3	Q4	18%
644/782	2008	Luna	Audiovisual education to promote multiple competences	1	2	3	Q4	17%
645/782	2008	Rosique-Cedillo	The TV viewers associations facing the audiovisual communication challenge	1	2	3	Q4	17%
646/782	2022	Casadellà	Imagination, education for the future and democratic culture: Educational policies in the Iberian Peninsula	1	2	3	Q4	17%
647/782	2009	Jeong	History, policy, and practices of media education in South Korea	1	2	3	Q4	17%
648/782	2009	Opertti	Curricular contribution to media education: A work in progress	1	2	3	Q4	17%
649/782	2015	Recalde-Viana	Telecommunication industry contributions to child online protection	1	2	3	Q4	17%
650/782	2008	González-Oñate	«Cuatro»: the new strategy of television trademark to connect with young people	0	3	3	Q4	17%
651/782	2007	Gómez-Tarín	Cinematographic narrative and education for cinema	2	0	2	Q4	17%
652/782	2008	Aguaded		2	0	2	Q4	16%
653/782	2023	Barroso-Moreno	Big Data and Business Intelligence on Twitter and Instagram for digital inclusion	2	0	2	Q4	16%
654/782	2012	Martínez-Martínez	Color in child espots: Chromatic prevalence and relation with the brand logo	2	0	2	Q4	16%
655/782	2020	Turan	To-friend or not-to-friend with teachers on SNSs: University students' perspectives	2	0	2	Q4	16%
656/782	2007	Bazalgette	Media education in the UK	2	0	2	Q4	16%
657/782	2007	Bevort	Media education in France: a hard consolidation with good prospects	2	0	2	Q4	16%
658/782	2023	Peña-Fernández	Feminism, gender identity and polarization in TikTok and Twitter	2	0	2	Q4	16%
659/782	2015	Cornelio-Marí	Mexican children and American cartoons: Foreign references in animation	2	0	2	Q4	16%
660/782	2008	Orozco-Gómez	Audiences and screens in America	1	1	2	Q4	15%
661/782	2008	Sánchez-Igual	Education is in the hands of four actors: parents, teachers, children and TV	1	1	2	Q4	15%
662/782	2011	Avendaño-Ruz	Television and its new expressions	1	1	2	Q4	15%
663/782	2009	Salomon	The role of broadcasting regulation in media literacy	1	1	2	Q4	15%
664/782	2009	Hernando-Gómez	A WebQuest for vocational guidance in High Schools	1	1	2	Q4	15%
665/782	2009	Naji	Media education issues for professionals and citizens: Bridging the divides in countries of the South	1	1	2	Q4	15%
666/782	2008	Torres-Lana	The deceitful sight: audiovisual dictatorship and democratic counterpower	1	1	2	Q4	15%
667/782	2009	Orhon	Media education in Turkey: Toward a multi-stakeholder framework	1	1	2	Q4	15%
668/782	2021	Mariën	Coping with distress among adolescents: Effectiveness of personal narratives on support websites	1	1	2	Q4	14%
669/782	2013	Mañana-Rodríguez	The multidisciplinarity in Spanish and foreign communication journals	1	1	2	Q4	14%
670/782	2008	Rodríguez-Fuentes	Watching TV with visual impaired children	1	1	2	Q4	14%
671/782	2020	Lerma-Noriega	InContext: A mobile application for the improvement of learning strategies at University	1	1	2	Q4	14%
672/782	2008	Moreno-García	Values education in childhood TV programmes	1	1	2	Q4	14%
673/782	2008	Grupo-Spectus	Creative analysis of publicity in virtual environments	1	1	2	Q4	14%
674/782	2009	Wilson	Implementing mandates in media education: The Ontario experience	0	2	2	Q4	14%
675/782	2008	Hidalgo-Rodríguez	Aesthetic education in television animation	0	2	2	Q4	14%
676/782	2008	Berlanga-Fernández	Informative programmes related to the mystery journalism: rubbish TV or informative rigour?	0	2	2	Q4	13%
677/782	2022	Castellví	Futures education: Curriculum and educational practices in Australia, Spain, and Chile	0	2	2	Q4	13%
678/782	2008	Chacón-Gordillo	The use of women as sex objects in advertising	0	2	2	Q4	13%
679/782	2007	Álvarez-Suárez	Newspapers as a didactic resource for the environmental education	1	0	1	Q4	13%
680/782	2007	Llorente-Cejudo	Towards e-learning from free software. Moodle like a Learning Managament System (LMS) within reach of all	1	0	1	Q4	13%
681/782	2023	Calvera-Isabal	How to automate the extraction and analysis of information for educational purposes	1	0	1	Q4	13%
682/782	2008	Gordillo-Álvarez	TV and strategies to promote consumption among young girls	1	0	1	Q4	13%
683/782	2007	Ruano-López	Culture and television. A controversial relation	1	0	1	Q4	13%
684/782	2008	Aguilar-González	Transverse readings: how to build critical audiences	1	0	1	Q4	12%
685/782	2008	Soto-Romero	Educating the sight and the audiovisual writing	1	0	1	Q4	12%
686/782	2009	Prieto-Cruz	Information sources and drugs consumption. TV: A risk factor in schoolchildren	1	0	1	Q4	12%
687/782	2008	Aguaded		1	0	1	Q4	12%
688/782	2023	Contreras	Digital media use on school civic engagement: A parallel mediation model	1	0	1	Q4	12%
689/782	2008	Reia-Baptista	Who sees what? Contributions for an open debate about television in the context of media literacy	1	0	1	Q4	12%
690/782	2007	Kickert	Media education in Luxembourg	1	0	1	Q4	12%
691/782	2023	García-Marín	(Un)founded fear towards the algorithm: YouTube recommendations and polarisation	1	0	1	Q4	12%
692/782	2023	De Coninck	Gendered perspectives on digital skills and digital activities: Comparing non-binary and binary youth	1	0	1	Q4	11%
693/782	2008	Clarembeaux	The critical education of young people about TV: countries in northern and central Europe	1	0	1	Q4	11%
694/782	2007	Raposo-Rivas	Didactic use of web page pertaining to department in Secondary Schools	1	0	1	Q4	11%
695/782	2007	Ginesta-Portet	Values in sport: a pedagogical experience with the football match Barça-Madrid	1	0	1	Q4	11%
696/782	2007	Clarembeaux	Media education in the French Community of Belgium	1	0	1	Q4	11%
697/782	2008	Fernández-Baena	Educational TV and teachers: an impossible relationship?	0	1	1	Q4	11%
698/782	2010	de-Aguilera-Moyano	Mediations in the new digital landscape. Music and screens	0	1	1	Q4	11%
699/782	2008	de-Oliveira-Soares	The right to screens: from media education to educommunication in Brazil	0	1	1	Q4	11%
700/782	2022	Cavalcante-Pimentel	Learning strategies through digital games in a university context	0	1	1	Q4	10%
701/782	2008	Rodríguez-Mateos	The consumption of television: a big show	0	1	1	Q4	10%
702/782	2023	Ojeda	Even if they don't say it to you, it hurts too: Internalized homonegativity in LGBTQ+ cyberbullying among adolescents	0	1	1	Q4	10%
703/782	2008	Jacks	Reception studies and cultural identity	0	1	1	Q4	10%
704/782	2022	Castillo-Zúñiga	Detection of traits in students with suicidal tendencies on Internet applying Web Mining	0	1	1	Q4	10%
705/782	2022	Cabrera-Rodríguez	Invisibilised human rights: Trafficking in human beings in the media in Spain	0	1	1	Q4	10%
706/782	2008	Azaústre-Serrano	Learn to observe: «The Boarding School», a proposal for developing critical thinking	0	1	1	Q4	10%
707/782	2008	Borges	Portuguese RTP2 and the promotion of media education	0	1	1	Q4	9%
708/782	2008	Roel-Vecino	TV, contents and childhood: keys to teach TV watching	0	0	0	Q4	9%
709/782	2008	Rius-Sanchis	The «TV baby sitter» phenomenon as a modern cathodic «Super-nanny»	0	0	0	Q4	9%
710/782	2008	Pereira	Backstage of TV for children: criteria underlying programming construction	0	0	0	Q4	9%
711/782	2023	Regueira	Selfies and videos of teenagers: The role of gender, territory, and sociocultural level	0	0	0	Q4	9%
712/782	2008	Lamuedra-Graván	How to educate the gaze and manufacture the news: the citizen in the BBC broadcast information	0	0	0	Q4	9%
713/782	2023	Tariq	Political empowerment among young voters: Social media, partisanship and the moderating role of political interest	0	0	0	Q4	9%
714/782	2008	Vera-Aranda	Teaching to watch television with a critical spirit	0	0	0	Q4	9%
715/782	2023	Fernandes-de-Oliveira	The COVID-19 vaccine on Facebook: A study of emotions expressed by the Brazilian public	0	0	0	Q4	8%
716/782	2022	Sánchez-Reina	The COVID-19 infodemic among young people and adults: The support of critical media literacy	0	0	0	Q4	8%
717/782	2008	Rivoltella	TV and children in Italy: experiences on teaching television	0	0	0	Q4	8%
718/782	2008	Díaz-Gómez	Hypermedia project: TV magnifying glass	0	0	0	Q4	8%
719/782	2010	wa-Mukuma	The role of musical instruments in the globalization of music	0	0	0	Q4	8%
720/782	2023	Hidalgo-Muñoz	Application of neurotechnology in students with ADHD: An umbrella review	0	0	0	Q4	8%
721/782	2008	de-Oliveira-Souza	Chalk, camera, action: an experiment in reading and production of the image for teachers´ training	0	0	0	Q4	8%
722/782	2008	Peralta-Ferreyra	TV: responsibility in socialization	0	0	0	Q4	8%
723/782	2022	Sierra-Rodríguez	Twitter and human trafficking: Purposes, actors and topics in the Spanish-speaking scene	0	0	0	Q4	7%
724/782	2023	Martínez-Serrano	Let’s talk series: Binge-watching vs. marathon. The duality in the consumption of episodes from the Grounded Theory	0	0	0	Q4	7%
725/782	2010	Martínez-Salanova-Sánchez	European cinema, memory of Europe	0	0	0	Q4	7%
726/782	2008	Cabrera-González	Television consumption and profiles of the hearings: a customized way to watch TV	0	0	0	Q4	7%
727/782	2023	Serrate-González	Onlife identity: The question of gender and age in teenagers' online behaviour	0	0	0	Q4	7%
728/782	2008	Ruiz-Trujillo	Educative TV or TV-sitter?: attitudes towards the current TV	0	0	0	Q4	7%
729/782	2008	Maturana	Television literacy at the «kindergarden»	0	0	0	Q4	7%
730/782	2023	Soengas-Pérez	The credibility of newscasts in public service media in Spain	0	0	0	Q4	7%
731/782	2008	Novelli-Osorio	Television of proximity and audiovisual literacy	0	0	0	Q4	6%
732/782	2008	Martínez-González	TV and reality: a proposal for teachers´ training	0	0	0	Q4	6%
733/782	2008	Masegosa-Hernández	Information on TV: youngsters should also be taken into account	0	0	0	Q4	6%
734/782	2009	Waheed-Khan	Foreword	0	0	0	Q4	6%
735/782	2008	Martínez-Rodrigo	The impact of the screen codes	0	0	0	Q4	6%
736/782	2008	Romero-Carmona	The reception of soap operas and the genre perspective	0	0	0	Q4	6%
737/782	2023	Serrano-Mamolar	Towards learner performance evaluation in iVR learning environments using eye-tracking and Machine-learning	0	0	0	Q4	6%
738/782	2008	Jiménez-Palacio	Pass in language, maths... and TV	0	0	0	Q4	6%
739/782	2008	Barbosa-da-Silva	Child-school-TV and their relationship in the readings of the world	0	0	0	Q4	5%
740/782	2008	Fernández-Martínez	Apocalyptics: means and ends	0	0	0	Q4	5%
741/782	2023	Cuervo-Sánchez	The four P's on the Internet: Pornography, plagiarism, piracy and permission	0	0	0	Q4	5%
742/782	2008	Mariana-Fernández	Why teaching to watch TV?	0	0	0	Q4	5%
743/782	2008	Saavedra-Inaraja	Teaching to watch TV as part of «Education for the Citizenship»	0	0	0	Q4	5%
744/782	2008	Aguaded-Gómez	The family and the children’s consumption of television: orientations and proposals	0	0	0	Q4	5%
745/782	2008	Nunes	TV online: different ways to watch and interpret	0	0	0	Q4	5%
746/782	2008	Hernández-Díaz	Methodological proposal to educate in mediations	0	0	0	Q4	5%
747/782	2008	Marín-Díaz	TV and family: working together for the education?	0	0	0	Q4	4%
748/782	2008	Pavón-Rabasco	Teaching to watch family from the school and the family	0	0	0	Q4	4%
749/782	2010	Martínez-Salanova-Sánchez	Stories: The history of music that comes and goes	0	0	0	Q4	4%
750/782	2023	Malo-Cerrato	Psychosocial factors and low-risk behaviour in ICT use among adolescents	0	0	0	Q4	4%
751/782	2008	Monescillo-Palomo	Psychopedagogic orientation for learning and teaching to watch TV	0	0	0	Q4	4%
752/782	2023	Juárez-Varón	Analysis of stress, attention, interest, and engagement in onsite and online higher education: A neurotechnological...	0	0	0	Q4	4%
753/782	2008	Pulido-Rodríguez	Educating our ways of viewing through the dialogue	0	0	0	Q4	4%
754/782	2008	Méndez-Garrido	Teaching to watch TV is our business	0	0	0	Q4	4%
755/782	2008	Boza-Osuna	Teaching how to watch TV, an outstanding subject	0	0	0	Q4	3%
756/782	2008	Martínez-Salanova-Sánchez	The yellow press	0	0	0	Q4	3%
757/782	2008	Funes	Intelligent audiences: a possible challenge	0	0	0	Q4	3%
758/782	2023	Golob	Parents' meta-reflexivity benefits media education of children	0	0	0	Q4	3%
759/782	2008	Alvarado-Miquilena	Learning to watch TV: from virtual to specialization in the creative use of TV	0	0	0	Q4	3%
760/782	2008	Vicente-Mariño	Screens’ societies: potentialities and limits for media education	0	0	0	Q4	3%
761/782	2008	Quintão-Carneiro	Readings of TV from teenagers storyboards	0	0	0	Q4	3%
762/782	2008	Moreno-Rodríguez	Spain: bottom of the league regarding quality TV	0	0	0	Q4	3%
763/782	2023	Duan	The student self-assessment paradigm in MOOC: An example in Chinese higher education	0	0	0	Q4	2%
764/782	2008	Reigosa-York	Relations between school and TV: making visible the invisible	0	0	0	Q4	2%
765/782	2023	Sáiz-Manzanares	Application and challenges of eye tracking technology in Higher Education	0	0	0	Q4	2%
766/782	2008	Linde-Navas	TV as an instrument of moral education for democratic citizenship	0	0	0	Q4	2%
767/782	2008	Bacher	School and TV: love and mistrust in a liquid environment	0	0	0	Q4	2%
768/782	2008	Cruz-Díaz	Social and educational features in children´s TV programming: «La Banda» at the Radio and Television of Andalucía	0	0	0	Q4	2%
769/782	2008	Olascoaga	Formation of the critical consciousness regarding mass media in Uruguay	0	0	0	Q4	2%
770/782	2023	Duarte	Digital empathy in online education: A comparison study between Portugal and Romania	0	0	0	Q4	2%
771/782	2008	Bevort	Education on TV in France	0	0	0	Q4	1%
772/782	2008	Huergo	The formative relevance of screens	0	0	0	Q4	1%
773/782	2008	Torrent	Commercialized childhood	0	0	0	Q4	1%
774/782	2010	Grimshaw	Player relationships as mediated through sound in immersive multi-player computer games	0	0	0	Q4	1%
775/782	2023	García-Monge	Potentialities and limitations of the use of EEG devices in educational contexts	0	0	0	Q4	1%
776/782	2008	Vicente-Encinas	TV is our business	0	0	0	Q4	1%
777/782	2008	González-Sánchez	Screens we see, societies we unknow	0	0	0	Q4	1%
778/782	2008	Comín-Oliver	TV is not Mary Poppins	0	0	0	Q4	1%
779/782	2019	Villareal-Romero	Children with grand Imaginaries: Bringing them closer to the world of science	0	0	0	Q4	1%
780/782	2021	Ye	The effects of children’s Internet use: A Chinese longitudinal study	0	0	0	Q4	1%
781/782	2023	García-Beaudoux	Female political leadership styles as shown on Instagram during COVID-19	0	0	0	Q4	1%
782/782	2021	Miller	The hero and the shadow: Myths in digital social movements	0	0	0	Q4	1%

2023

Data update: 2023-09-04

POS	PUB	Author	Global ranking on official Web of Science and Scopus citations	WOS Cites	Scopus Cites	Total	Article Quartil	Article Percentil
1/30	2023	Flores-Vivar	Reflections on the ethics, potential, and challenges of artificial intelligence in the framework of quality education...	5	8	13	Q1	96%
2/30	2023	Lozano-Blasco	Social media influence on young people and children: Analysis on Instagram, Twitter and YouTube	4	7	11	Q1	92%
3/30	2023	García-Orosa	Algorithms and communication: A systematized literature review	2	3	5	Q1	89%
4/30	2023	Estanyol	Digital competence among young people in Spain: A gender divide analysis	2	2	4	Q1	86%
5/30	2023	Samy-Tayie	News literacy and online news between Egyptian and Spanish youth: Fake news, hate speech and trust in the media	1	3	4	Q1	83%
6/30	2023	Cazan	Factors determining the use of e-learning and teaching satisfaction	1	3	4	Q1	79%
7/30	2023	Barroso-Moreno	Big Data and Business Intelligence on Twitter and Instagram for digital inclusion	2	0	2	Q1	76%
8/30	2023	Peña-Fernández	Feminism, gender identity and polarization in TikTok and Twitter	2	0	2	Q2	73%
9/30	2023	Calvera-Isabal	How to automate the extraction and analysis of information for educational purposes	1	0	1	Q2	69%
10/30	2023	Contreras	Digital media use on school civic engagement: A parallel mediation model	1	0	1	Q2	66%
11/30	2023	García-Marín	(Un)founded fear towards the algorithm: YouTube recommendations and polarisation	1	0	1	Q2	63%
12/30	2023	De Coninck	Gendered perspectives on digital skills and digital activities: Comparing non-binary and binary youth	1	0	1	Q2	59%
13/30	2023	Ojeda	Even if they don't say it to you, it hurts too: Internalized homonegativity in LGBTQ+ cyberbullying among adolescents	0	1	1	Q2	56%
14/30	2023	Regueira	Selfies and videos of teenagers: The role of gender, territory, and sociocultural level	0	0	0	Q2	53%
15/30	2023	Tariq	Political empowerment among young voters: Social media, partisanship and the moderating role of political interest	0	0	0	Q2	50%
16/30	2023	Fernandes-de-Oliveira	The COVID-19 vaccine on Facebook: A study of emotions expressed by the Brazilian public	0	0	0	Q3	46%
17/30	2023	Hidalgo-Muñoz	Application of neurotechnology in students with ADHD: An umbrella review	0	0	0	Q3	43%
18/30	2023	Martínez-Serrano	Let’s talk series: Binge-watching vs. marathon. The duality in the consumption of episodes from the Grounded Theory	0	0	0	Q3	40%
19/30	2023	Serrate-González	Onlife identity: The question of gender and age in teenagers' online behaviour	0	0	0	Q3	36%
20/30	2023	Soengas-Pérez	The credibility of newscasts in public service media in Spain	0	0	0	Q3	33%
21/30	2023	Serrano-Mamolar	Towards learner performance evaluation in iVR learning environments using eye-tracking and Machine-learning	0	0	0	Q3	30%
22/30	2023	Cuervo-Sánchez	The four P's on the Internet: Pornography, plagiarism, piracy and permission	0	0	0	Q3	26%
23/30	2023	Juárez-Varón	Analysis of stress, attention, interest, and engagement in onsite and online higher education: A neurotechnological...	0	0	0	Q4	23%
24/30	2023	Malo-Cerrato	Psychosocial factors and low-risk behaviour in ICT use among adolescents	0	0	0	Q4	20%
25/30	2023	Golob	Parents' meta-reflexivity benefits media education of children	0	0	0	Q4	17%
26/30	2023	Sáiz-Manzanares	Application and challenges of eye tracking technology in Higher Education	0	0	0	Q4	13%
27/30	2023	Duan	The student self-assessment paradigm in MOOC: An example in Chinese higher education	0	0	0	Q4	10%
28/30	2023	Duarte	Digital empathy in online education: A comparison study between Portugal and Romania	0	0	0	Q4	7%
29/30	2023	García-Monge	Potentialities and limitations of the use of EEG devices in educational contexts	0	0	0	Q4	3%
30/30	2023	García-Beaudoux	Female political leadership styles as shown on Instagram during COVID-19	0	0	0	Q4	1%

2022

Data update: 2023-09-15

POS	PUB	Author	Global ranking on official Web of Science and Scopus citations	WOS Cites	Scopus Cites	Total	Article Quartil	Article Percentil
1/40	2022	Mateus	Teachers' perspectives for a critical agenda in media education post COVID-19. A comparative study in Latin America	17	18	35	Q1	97%
2/40	2022	Arcila-Calderón	Hate speech and social acceptance of migrants in Europe: Analysis of tweets with geolocation	12	23	35	Q1	94%
3/40	2022	Gutiérrez-Martín	ICT and Media competencies of teachers. Convergence towards an integrated MIL-ICT model	15	17	32	Q1	92%
4/40	2022	Sáiz-Manzanares	Student satisfaction with online teaching in times of COVID-19	13	17	30	Q1	89%
5/40	2022	Wachs	Adolescents’ motivations to perpetrate hate speech and links with social norms	13	17	30	Q1	87%
6/40	2022	Mesquita-Romero	Critical media literacy to improve students' competencies	13	11	24	Q1	84%
7/40	2022	Valverde-Berrocoso	Disinformation and multiliteracy: A systematic review of the literature	9	15	24	Q1	82%
8/40	2022	Estrada-Molina	Engagement and desertion in MOOCs: Systematic review	10	11	21	Q1	79%
9/40	2022	González-Díaz	Latin American professors’ research culture in the digital age	10	7	17	Q1	77%
10/40	2022	Serrano-Díaz	Families’ perception of children’s academic performance during the COVID-19 lockdown	6	9	15	Q1	74%
11/40	2022	Robles	When negativity is the fuel. Bots and Political Polarization in the COVID-19 debate	6	7	13	Q2	72%
12/40	2022	Abuín-Vences	Hate speech analysis as a function of ideology: Emotional and cognitive effects	3	9	12	Q2	69%
13/40	2022	Valera-Ordaz	Unraveling disinformation: Notions and discourses from the Spanish population	7	4	11	Q2	67%
14/40	2022	Herrero-Curiel	Secondary education students and media literacy in the age of disinformation	7	3	10	Q2	64%
15/40	2022	Campos-Domínguez	Rhetoric of parliamentary disinformation on Twitter	5	5	10	Q2	62%
16/40	2022	Mogoș	Russian disinformation in Eastern Europe. Vaccination media frames in ro.sputnik.md	5	3	8	Q2	59%
17/40	2022	Manetti	Design process for the generation of future education scenarios	4	4	8	Q2	57%
18/40	2022	Ramírez-García	Interdisciplinarity of scientific production on hate speech and social media: A bibliometric analysis	4	4	8	Q2	54%
19/40	2022	Menéndez-Alvarez-Hevia	Contributions of futures studies to education: A systematic review	4	4	8	Q2	52%
20/40	2022	Yasar-Akyar	Special Education Teacher’s professional development through digital storytelling	4	3	7	Q2	50%
21/40	2022	Guiñez-Cabrera	Booktokers: Generating and sharing book content on TikTok	2	5	7	Q3	47%
22/40	2022	Arroyave-Cabrera	Communication bibliometric research in Latin American scientific journals (2009-2018)	3	3	6	Q3	45%
23/40	2022	Gonçalves	A systematic literature review of the representations of migration in Brazil and the United Kingdom	3	3	6	Q3	42%
24/40	2022	Taddeo	Creators and spectators facing online information disorder. Effects of digital content production on information skills	2	4	6	Q3	40%
25/40	2022	Carbonell-Alcocer	Educating for a sustainable future through the Circular Economy: Citizen involvement and social change	1	5	6	Q3	37%
26/40	2022	Díez-Gutiérrez	Political hate speech of the far right on Twitter in Latin America	2	3	5	Q3	35%
27/40	2022	Froment	The relationship of Twitter with teacher credibility and motivation in university students	1	4	5	Q3	32%
28/40	2022	Salcines-Talledo	Smartphones in Higher Education. A longitudinal qualitative study	3	1	4	Q3	30%
29/40	2022	Rodero	Virtual reality with distractors to overcome public speaking anxiety in university students	2	2	4	Q3	27%
30/40	2022	Dynel	The life of COVID-19 mask memes: A diachronic study of the pandemic memescape	1	3	4	Q3	25%
31/40	2022	Baggia	Emoticons in student-professor email communication	2	1	3	Q4	22%
32/40	2022	Palau-Sampio	Quality recognition as a prescriber against disinformation	2	1	3	Q4	20%
33/40	2022	Casadellà	Imagination, education for the future and democratic culture: Educational policies in the Iberian Peninsula	1	2	3	Q4	17%
34/40	2022	Febro-Naga	Exploring cyber violence against women and girls in the Philippines through Mining Online News	1	2	3	Q4	15%
35/40	2022	Castellví	Futures education: Curriculum and educational practices in Australia, Spain, and Chile	0	2	2	Q4	12%
36/40	2022	Castillo-Zúñiga	Detection of traits in students with suicidal tendencies on Internet applying Web Mining	0	1	1	Q4	10%
37/40	2022	Cabrera-Rodríguez	Invisibilised human rights: Trafficking in human beings in the media in Spain	0	1	1	Q4	7%
38/40	2022	Cavalcante-Pimentel	Learning strategies through digital games in a university context	0	1	1	Q4	5%
39/40	2022	Sánchez-Reina	The COVID-19 infodemic among young people and adults: The support of critical media literacy	0	0	0	Q4	2%
40/40	2022	Sierra-Rodríguez	Twitter and human trafficking: Purposes, actors and topics in the Spanish-speaking scene	0	0	0	Q4	1%

2021

Data update: 2023-09-07

POS	PUB	Author	Global ranking on official Web of Science and Scopus citations	WOS Cites	Scopus Cites	Total	Article Quartil	Article Percentil
1/40	2021	Manfredi-Sánchez	Presidential Twitter in the face of COVID-19: Between populism and pop politics	27	41	68	Q1	97%
2/40	2021	Moreno-Guerrero	Flipped learning and good teaching practices in secondary education	30	37	67	Q1	94%
3/40	2021	Mora-Rodríguez	News consumption and risk perception of Covid-19 in Spain	23	25	48	Q1	92%
4/40	2021	Marcelo	Educational influencers on Twitter. Analysis of hashtags and relationship structure	18	29	47	Q1	89%
5/40	2021	Erstad	Educational practices to transform and connect schools and communities	19	19	38	Q1	87%
6/40	2021	Norstrom	Internet memes in Covid-19 lockdown times in Poland	10	22	32	Q1	84%
7/40	2021	Golob	Meta-reflexivity for resilience against disinformation	10	21	31	Q1	82%
8/40	2021	Núñez	Anxiety and self-esteem in cyber-victimization profiles of adolescents	12	15	27	Q1	79%
9/40	2021	Gómez-García	Newsgames against hate speech in the refugee crisis	10	17	27	Q1	77%
10/40	2021	Romera	Cybergossip, cyberaggression, problematic Internet use and family communication	12	14	26	Q1	74%
11/40	2021	Gómez-Quintero	Media representation of minors who migrate on their own: The 'MENA' in the Spanish press	11	14	25	Q2	72%
12/40	2021	Bermejo-Berros	The critical dialogical method in Educommunication to develop narrative thinking	12	10	22	Q2	69%
13/40	2021	Rapanta	The challenge of inclusive dialogic teaching in public secondary school	11	11	22	Q2	67%
14/40	2021	Diego-Mantecón	STEAM projects with KIKS format for developing key competences	9	13	22	Q2	64%
15/40	2021	Feijoo	Parents' and children's perception on social media advertising	10	11	21	Q2	62%
16/40	2021	Guan	Facing disinformation: Five methods to counter conspiracy theories amid the Covid-19 pandemic	8	13	21	Q2	59%
17/40	2021	Galbava	Cyberostracism: Emotional and behavioral consequences in social media interactions	9	11	20	Q2	57%
18/40	2021	Wright	Youths’ coping with cyberhate: Roles of parental mediation and family support	10	9	19	Q2	54%
19/40	2021	Ortega-Mohedano	Predicting wellbeing in children’s use of smart screen devices	9	10	19	Q2	52%
20/40	2021	Carrasco-Polaino	Citizen participation in Twitter: Anti-vaccine controversies in times of COVID-19	9	9	18	Q2	50%
21/40	2021	Díaz-Pérez	From the global myth to local mobilization: Creation and resonance of Greta Thunberg’s frame	6	10	16	Q3	47%
22/40	2021	Ferrero-de-Lucas	ICT and knowledge management in Teaching and Engineering Students	8	7	15	Q3	45%
23/40	2021	Kong	Motivation and perception of Hong Kong university students about social media news	6	7	13	Q3	42%
24/40	2021	Sánchez-López	Digital creativity to transform learning: Empowerment from a com-educational approach	6	6	12	Q3	40%
25/40	2021	Ardèvol	Myths in visual environmental activism narratives on Instagram	5	7	12	Q3	37%
26/40	2021	Andrade-Vargas	Young people and social networks: Between the democratization of knowledge and digital inequality	5	7	12	Q3	35%
27/40	2021	Fraga-Varela	The impact of serious games in mathematics fluency: A study in Primary Education	4	8	12	Q3	32%
28/40	2021	Garrido	Archetypes, Me Too, Time’s Up and the representation of diverse women on TV	3	9	12	Q3	30%
29/40	2021	Renés-Arellano	Countervalues of the digital ethos perceived by future trainers	6	5	11	Q3	27%
30/40	2021	Luengo	COVID-19 on YouTube: Debates and polarisation in the digital sphere	6	5	11	Q3	25%
31/40	2021	Rodríguez-Suárez	Online research, new languages and symbolism of digital activism: A systematic review	4	6	10	Q4	22%
32/40	2021	Espiñeira-Bellón	Cyber-plagiarism as digital support for the submission of academic writing	3	5	8	Q4	20%
33/40	2021	Novella-Cámara	Children’s participation, local policy and the digital environment: Visions and uses among Spanish municipalities	4	3	7	Q4	17%
34/40	2021	Su	A web-based serious game about self-protection for COVID-19 prevention: Development and usability testing	3	4	7	Q4	15%
35/40	2021	Maltos-Tamez	Digital media and university political practices in the public sphere	3	2	5	Q4	12%
36/40	2021	Tur-Porcar	Aggressiveness, instability and social-emotional education in an inclusive environment	3	1	4	Q4	10%
37/40	2021	Picado-Arce	Drivers for the development of computational thinking in Costa Rican students	1	2	3	Q4	7%
38/40	2021	Mariën	Coping with distress among adolescents: Effectiveness of personal narratives on support websites	1	1	2	Q4	5%
39/40	2021	Ye	The effects of children’s Internet use: A Chinese longitudinal study	0	0	0	Q4	2%
40/40	2021	Miller	The hero and the shadow: Myths in digital social movements	0	0	0	Q4	1%

2020

Data update: 2023-09-07

POS	PUB	Author	Global ranking on official Web of Science and Scopus citations	WOS Cites	Scopus Cites	Total	Article Quartil	Article Percentil
1/40	2020	Ramírez-Montoya	Systematic review of mixed methods in the framework of educational innovation	34	54	88	Q1	97%
2/40	2020	González-Sanmamed	Digital learning ecologies and professional development of university professors	40	20	60	Q1	94%
3/40	2020	Garaigordobil	Bullying and cyberbullying in LGBT adolescents: Prevalence and effects on mental health	28	23	51	Q1	92%
4/40	2020	Díaz-López	Maladaptive use of ICT in adolescence: Profiles, supervision and technological stress	24	17	41	Q1	89%
5/40	2020	Romeu-Fontanillas	Mirroring learning ecologies of outstanding teachers to integrate ICTs in the classroom	24	15	39	Q1	87%
6/40	2020	Gómez-Gonzalvo	Video game usage time in adolescents’ academic performance	18	20	38	Q1	84%
7/40	2020	Solano-Fernández	Gender equality and ICT in the context of formal education: A systematic review	24	13	37	Q1	82%
8/40	2020	Han	Personalised learning networks in the university blended learning context	20	17	37	Q1	79%
9/40	2020	Salinas-Ibáñez	Construction of personalized learning pathways through mixed methods	15	22	37	Q1	77%
10/40	2020	Escobar-Mamani	WhatsApp for the development of oral and written communication skills in Peruvian adolescents	19	16	35	Q1	74%
11/40	2020	Regueira	Women on YouTube: Representation and participation through the Web Scraping technique	20	13	33	Q2	72%
12/40	2020	Lozano-Blasco	Problematic Internet uses and depression in adolescents: A meta-analysis	19	13	32	Q2	69%
13/40	2020	Ojeda	Sexting in adolescents: Prevalence and behaviours	16	11	27	Q2	67%
14/40	2020	Izquierdo-Iranzo	Studygrammers: Learning influencers	14	13	27	Q2	64%
15/40	2020	Fondevila-Gascón	Influence of Instagram stories in attention and emotion depending on gender	14	12	26	Q2	62%
16/40	2020	Rodrigo	Learning ecologies in online students with disabilities	14	11	25	Q2	59%
17/40	2020	Alcolea-Díaz	UNESCO’s Media and Information Literacy curriculum for teachers from the perspective of Structural Considerations of...	16	8	24	Q2	57%
18/40	2020	Lopezosa	SEO and the digital news media: From the workplace to the classroom	13	10	23	Q2	54%
19/40	2020	Garcés-Prettel	Influence of family and pedagogical communication on school violence	13	9	22	Q2	52%
20/40	2020	García-Marín	Domesticated voices and false participation: Anatomy of interaction on transmedia podcasting	13	8	21	Q2	50%
21/40	2020	Jiménez-Morales	Childhood use of mobile devices: Influence of mothers’ socio-educational level	12	9	21	Q3	47%
22/40	2020	Bernardo	Bullying and cyberbullying: Variables that influence university dropout	12	7	19	Q3	45%
23/40	2020	Bonami	Education, Big Data and Artificial Intelligence: Mixed methods in digital platforms	8	10	18	Q3	42%
24/40	2020	Martínez	Online parental mediation strategies in family contexts of Spain	6	12	18	Q3	40%
25/40	2020	García-Ramos	Gender studies in Communication Degrees	6	10	16	Q3	37%
26/40	2020	Pinazo-Calatayud	Positive or negative communication in social activism	8	6	14	Q3	35%
27/40	2020	Hinojo-Lucena	Sharenting: Internet addiction, self-control and online photos of underage children	6	8	14	Q3	32%
28/40	2020	León-Pérez	Self-perception about emerging digital skills in Higher Education students	6	8	14	Q3	30%
29/40	2020	Tiscareño-García	Victims and perpetrators of feminicide in the language of the Mexican written press	8	5	13	Q3	27%
30/40	2020	Halpern	School performance: New multimedia resources versus traditional notes	6	6	12	Q3	25%
31/40	2020	Martínez-Rodríguez	The ecology of resilience learning in ubiquitous environments to adverse situations	7	4	11	Q4	22%
32/40	2020	Rummler	Mobile learning for homework: Emerging cultural practices in the new media ecology	6	5	11	Q4	20%
33/40	2020	Masilamani	eHealth literacy of late adolescents: Credibility and quality of health information through smartphones in India	5	3	8	Q4	17%
34/40	2020	Díaz-Bustamante	Perceived sexualization in girls' fashion stylings: A Spain-China cross-cultural analysis	3	4	7	Q4	15%
35/40	2020	Berger	Teachers’ mediation practice: Opportunities and risks for youth media behavior	5	1	6	Q4	12%
36/40	2020	Denia	The impact of science communication on Twitter: The case of Neil deGrasse Tyson	3	3	6	Q4	10%
37/40	2020	Dagnino	The role of supporting technologies in a mixed methods research design	2	4	6	Q4	7%
38/40	2020	Möller-Recondo	New genius-entrepreneurs: Itinerary and trajectories of university educational excellence	3	1	4	Q4	5%
39/40	2020	Turan	To-friend or not-to-friend with teachers on SNSs: University students' perspectives	2	0	2	Q4	2%
40/40	2020	Lerma-Noriega	InContext: A mobile application for the improvement of learning strategies at University	1	1	2	Q4	1%

2019

Data update: 2022-09-21

POS	PUB	Author	Global ranking on official Web of Science and Scopus citations	WOS Cites	Scopus Cites	Total	Article Quartil	Article Percentil
1/40	2019	Pereira	Young people learning from digital media outside of school: The informal meets the formal	74	75	149	Q1	97%
2/40	2019	Engen	Understanding social and cultural aspects of teachers’ digital competencies	57	51	108	Q1	94%
3/40	2019	García-Martín	Use of technologies and academic performance in adolescent students	41	34	75	Q1	92%
4/40	2019	García-Valcárcel-Muñoz-Repiso	Robotics to develop computational thinking in early Childhood Education	29	44	73	Q1	89%
5/40	2019	Santana-Vega	Adolescents problematic mobile phone use, Fear of Missing Out and family communication	35	37	72	Q1	87%
6/40	2019	Miralles-Martínez	Digital resources and didactic methodology in the initial training of History teachers	31	37	68	Q1	84%
7/40	2019	Colás-Bravo	The development of the digital teaching competence from a sociocultural approach	35	27	62	Q1	82%
8/40	2019	Zhang	The ‘danmu’ phenomenon and media participation: Intercultural understanding and language learning through ‘The...	29	28	57	Q1	79%
9/40	2019	Vizcaíno-Verdú	Reading and informal learning trends on YouTube: The booktuber	30	24	54	Q1	77%
10/40	2019	Gallego-Arrufat	Competence of future teachers in the digital security area	29	22	51	Q1	74%
11/40	2019	Silva	Teacher’s digital competence among final year Pedagogy students in Chile and Uruguay	23	28	51	Q2	72%
12/40	2019	Santoveña-Casal	Exploring the influence of the teacher: Social participation on Twitter and academic perception	23	25	48	Q2	69%
13/40	2019	Gee	Designing for deep learning in the context of digital and social media	21	23	44	Q2	67%
14/40	2019	Pertegal-Vega	Systematic review of the current state of research on Online Social Networks: Taxonomy on experience of use	20	20	40	Q2	64%
15/40	2019	Silva-Rodríguez	Mobile journalism: Systematic literature review	20	19	39	Q2	62%
16/40	2019	Gordillo	Effectiveness of MOOCs for teachers in safe ICT use training	19	20	39	Q2	59%
17/40	2019	Sáez-López	Application of the ubiquitous game with augmented reality in Primary Education	16	21	37	Q2	57%
18/40	2019	Piñeiro-Naval	Study of the academic production on communication in Spain and Latin America	17	16	33	Q2	54%
19/40	2019	Samuel-Azran	Online news recommendations credibility: The tie is mightier than the source	14	16	30	Q2	52%
20/40	2019	Perlado-Lamo-de-Espinosa	From media planner to media expert: The digital effect in advertising	14	13	27	Q2	50%
21/40	2019	Pedrero-Esteban	Teenagers, smartphones and digital audio consumption in the age of Spotify	13	14	27	Q3	47%
22/40	2019	Parodi	Google or Gutenberg Generation: Chilean university students’ reading habits and reading purposes	14	12	26	Q3	45%
23/40	2019	Martínez-Costa	Young adults’ interaction with online news and advertising	14	11	25	Q3	42%
24/40	2019	Crescenzi-Lanna	Safe and inclusive educational apps: Digital protection from an ethical and critical perspective	13	12	25	Q3	40%
25/40	2019	García-Perales	An enrichment program for students with high intellectual ability: Positive effects on school adaptation	14	10	24	Q3	37%
26/40	2019	Gómez-García	Constructing Donald Trump: Mobile apps in the political discourse about the President of the United States	11	12	23	Q3	35%
27/40	2019	Bender	Connected learning ecologies as an emerging opportunity through Cosplay	10	9	19	Q3	32%
28/40	2019	Fanjul-Peyró	eGamers’ influence in brand advertising strategies. A comparative study between Spain and Korea	10	9	19	Q3	30%
29/40	2019	Roses-Campos	Conflicts in the professional roles of journalists in Spain: Ideals and practice	8	10	18	Q3	27%
30/40	2019	López-Cepeda	Participatory audiences in the European public service media: Content production and copyright	9	8	17	Q3	25%
31/40	2019	Chib	Distributed digital contexts and learning: Personal empowerment and social transformation in marginalized populations	8	5	13	Q4	22%
32/40	2019	de-la-Garza-Montemayor	Online political participation of young people in Mexico, Spain and Chile	6	6	12	Q4	20%
33/40	2019	Navarro-Pablo	The use of digital resources and materials In and outside the bilingual classroom	5	6	11	Q4	17%
34/40	2019	Garmen	Multiple intelligences and video games: Assessment and intervention with TOI software	6	4	10	Q4	15%
35/40	2019	Katherine-Chen	Taiwanese university students’ smartphone use and the privacy paradox	4	6	10	Q4	12%
36/40	2019	Sastre-Riba	From high intellectual ability to genius: Profiles of perfectionism	4	6	10	Q4	10%
37/40	2019	Edo	Content syndication in news aggregators. Towards devaluation of professional journalistic criterio	6	3	9	Q4	7%
38/40	2019	García-Guardia	Educating the gifted student: Eagerness to achieve as a curricular competence	4	4	8	Q4	5%
39/40	2019	Castelló-Tarrida	The role of knowledge structures in adult excellence. An approach from expert functioning	1	2	3	Q4	2%
40/40	2019	Villareal-Romero	Children with grand Imaginaries: Bringing them closer to the world of science	0	0	0	Q4	1%

2018

Data update: 2022-09-28

POS	PUB	Author	Global ranking on official Web of Science and Scopus citations	WOS Cites	Scopus Cites	Total	Article Quartil	Article Percentil
1/40	2018	Ramírez-Montoya	Co-creation and open innovation: Systematic literature review	92	117	209	Q1	97%
2/40	2018	Montero-Díaz	A science mapping analysis of ‘Communication’ WoS subject category (1980-2013)	65	64	129	Q1	94%
3/40	2018	Pérez-Torres	YouTuber videos and the construction of adolescent identity	59	67	126	Q1	92%
4/40	2018	Aran-Ramspott	YouTubers' social functions and their influence on pre-adolescence	45	48	93	Q1	89%
5/40	2018	Montes-Vozmediano	Teen videos on YouTube: Features and digital vulnerabilities	43	41	84	Q1	87%
6/40	2018	Bartau-Rojas	Parental mediation of the Internet use of Primary students: beliefs, strategies and difficulties	37	45	82	Q1	84%
7/40	2018	Osuna-Acedo	From sMOOC to tMOOC, learning towards professional transference. ECO European Project	47	32	79	Q1	82%
8/40	2018	Pérez-Manzano	Gamification and transmedia for scientific promotion and for encouraging scientific careers in adolescents	42	37	79	Q1	79%
9/40	2018	Yudes-Gómez	Cyberbullying and problematic Internet use in Colombia, Uruguay and Spain: Cross-cultural study	40	39	79	Q1	77%
10/40	2018	Senabre	Participatory design of citizen science experiments	39	37	76	Q1	74%
11/40	2018	Malo-Cerrato	Excessive use of social networks: Psychosocial profile of Spanish adolescents	37	37	74	Q2	72%
12/40	2018	Aparici	Prosumers and emirecs: Analysis of two confronted theories	39	29	68	Q2	69%
13/40	2018	Díez-Gutiérrez	Ubiquitous learning ecologies for a critical cybercitizenship	36	31	67	Q2	67%
14/40	2018	del-Rey	'Asegúrate' Program: Effects on cyber-aggression and its risk factors	33	31	64	Q2	64%
15/40	2018	Gutiérrez-Porlán	Strategies for the communication and collaborative online work by university students	30	28	58	Q2	62%
16/40	2018	Giménez-Gualdo	Teachers’ and students’ perception about cyberbullying. Intervention and coping strategies in primary and secondary...	26	26	52	Q2	59%
17/40	2018	Ramos-Soler	Online risk perception in young people and its effects on digital behaviour	26	23	49	Q2	57%
18/40	2018	Larrañaga	Socio-cognitive and emotional factors on perpetration of cyberbullying	22	27	49	Q2	54%
19/40	2018	Rey	Emotional intelligence and peer cybervictimisation in adolescents: Gender as moderator	23	25	48	Q2	52%
20/40	2018	Rodríguez-Gómez	Problematic uses of ICTs among young people in their personal and school life	24	21	45	Q2	50%
21/40	2018	Soler-Adillon	Wikipedia in higher education: Changes in perceived value through content contribution	19	19	38	Q3	47%
22/40	2018	Fernández-de-Arroyabe-Olaortua	Digital natives: Online audiovisual content consumption, creation and dissemination	20	17	37	Q3	45%
23/40	2018	Caffarel-Serra	Communication research in Spain: Weaknesses, threats, strengths and opportunities	17	18	35	Q3	42%
24/40	2018	Cassany	Communicating science: The profile of science journalists in Spain	20	14	34	Q3	40%
25/40	2018	Aladro-Vico	Artivism: A new educative language for transformative social action	17	13	30	Q3	37%
26/40	2018	Mesías-Lema	Artivism and social conscience: Transforming teacher training from a sensibility standpoint	15	9	24	Q3	35%
27/40	2018	Aceituno-Aceituno	University training on entrepreneurship in communication and journalism business projects	9	11	20	Q3	32%
28/40	2018	Carrasco-Polaino	Artivism and NGO: Relationship between image and 'engagement' in Instagram	11	8	19	Q3	30%
29/40	2018	Vernier	Critical thinking of young citizens towards news headlines in Chile	9	8	17	Q3	27%
30/40	2018	Saiz-Echezarreta	Advocacy of trafficking campaigns: A controversy story	11	5	16	Q3	25%
31/40	2018	Gou	Towards understanding young children’s digital lives in China and Australia	7	7	14	Q4	22%
32/40	2018	Suárez-Perdomo	Assessing the ethical and content quality of online parenting resources	6	8	14	Q4	20%
33/40	2018	Clua	Youth impact on the public sphere in Press and Twitter: The dissolution of the Spanish Youth Council	6	6	12	Q4	17%
34/40	2018	Meneses	#TrumpenMexico. Transnational connective action on Twitter and the border wall dispute	5	7	12	Q4	15%
35/40	2018	Piñeiro-Otero	Radio studies: An overview from the Ibero-American academia	3	6	9	Q4	12%
36/40	2018	Souza-Leal	Violence against Brazilian women in public and mediatic spheres	4	4	8	Q4	10%
37/40	2018	Orosa-Roldán	Postdrama culture in Ecuador and Spain: Methodological framework and comparative study	2	6	8	Q4	7%
38/40	2018	Mateos	Video artivism: The poetics of symbolic conflict	2	5	7	Q4	5%
39/40	2018	Díaz-Fernández	Spies and security: Assessing the impact of animated videos on intelligence services in school children	3	3	6	Q4	2%
40/40	2018	Martínez-Roa	Perceptions and participation in community radio stations in Nariño-Colombia	2	2	4	Q4	1%

2017

Data update: 2023-05-26

POS	PUB	Author	Global ranking on official Web of Science and Scopus citations	WOS Cites	Scopus Cites	Total	Article Quartil	Article Percentil
1/40	2017	Álvarez-García	Cyberaggression among adolescents: Prevalence and gender differences	60	56	116	Q1	97%
2/40	2017	Romero-Martín	Formative assessment, communication skills and ICT in Initial teacher education	53	54	107	Q1	94%
3/40	2017	Tur	Using Twitter in Higher Education in Spain and the USA	49	50	99	Q1	92%
4/40	2017	Andújar-Vaca	Mobile instant messaging: Whatsapp and its potential to develop oral skills	45	51	96	Q1	89%
5/40	2017	López-García	Technological skills and new professional profiles: Present challenges for journalism	43	40	83	Q1	87%
6/40	2017	Fombona	M-learning and augmented reality: A review of the scientific literature on the WoS repository	33	35	68	Q1	84%
7/40	2017	Baraybar-Fernández	Evaluation of emotional responses to television advertising through neuromarketing	36	31	67	Q1	82%
8/40	2017	Hernández-Serrano	From prosumer to prodesigner: Participatory news consumption	37	27	64	Q1	79%
9/40	2017	Cuesta-Cambra	The cognitive processing of an educational app with EEG and ’Eye Tracking’	32	30	62	Q1	77%
10/40	2017	Vidales-Bolaños	Connected teens: Measuring the impact of mobile phones on social relationships through social capital	30	21	51	Q1	74%
11/40	2017	Hershkovizt	Teacher-student relationship and Facebook-mediated communication: Student perceptions	26	24	50	Q2	72%
12/40	2017	Valdemoros-San-Emeterio	Digital leisure and perceived family functioning in youth of upper Secondary Education	26	21	47	Q2	69%
13/40	2017	Tuzel	The use of social media and popular culture to advance cross-cultural understanding	24	23	47	Q2	67%
14/40	2017	Berganza	Spanish journalists’ perception about their professional roles	21	23	44	Q2	64%
15/40	2017	Wong	Seamless language learning: Second language learning with social media	17	21	38	Q2	62%
16/40	2017	Sánchez-Valle	Parent’s influence on acquiring critical Internet skills	18	18	36	Q2	59%
17/40	2017	Álvarez-Arregui	Ecosystems of media training and competence: International assessment of its implementation in Higher education	23	11	34	Q2	57%
18/40	2017	Amiama-Espaillat	Digital reading and reading competence. The influence in the Z generation from the Dominican Republic	18	16	34	Q2	54%
19/40	2017	Ferrés	Communication efficiency in education: Increasing emotions and storytelling	20	12	32	Q2	52%
20/40	2017	Romero-Frías	Social labs in universities: Innovation and impact in medialab UGR	14	15	29	Q2	50%
21/40	2017	Van-Hove	The tablet for second language vocabulary learning: Keyboard, stylus or multiple choice	15	13	28	Q3	47%
22/40	2017	Velandia-Mesa	Formative research in ubiquitous and virtual environments in Higher Education	16	10	26	Q3	45%
23/40	2017	Gavilan	University students and informational social networks: Total sceptics, dual moderates or pro-digitals	13	13	26	Q3	42%
24/40	2017	Kruger	Original language subtitles: Their effects on the native and foreign viewer	11	14	25	Q3	40%
25/40	2017	Saura	Protesting on Twitter: Citizenship and empowerment from public education	13	11	24	Q3	37%
26/40	2017	Crespo-Pereira	Neuroscience for content innovation on European public service broadcasters	10	12	22	Q3	35%
27/40	2017	Soengas-Pérez	Cyberactivisim in the process of political and social change in Arab Countries	9	12	21	Q3	32%
28/40	2017	Moreira	Higher education distance learning and e-learning in prisons in Portugal	8	12	20	Q3	30%
29/40	2017	Izquierdo	Teachers’ use of ICTs in public language education: Evidence from second language Secondary-School classrooms	11	8	19	Q3	27%
30/40	2017	Remesal	Online questionnaires use with automatic feedback for e-innovation in university students	8	11	19	Q3	25%
31/40	2017	Camilli-Trujillo	Meta-synthesis of literacy for the empowerment of vulnerable groups	7	7	14	Q4	22%
32/40	2017	Grijalva-Verdugo	Social empowerment in Mexican violent contexts through media competence	8	5	13	Q4	20%
33/40	2017	Ugalde	Adolescents’ TV viewing patterns in the digital era: A cross-cultural study	8	5	13	Q4	17%
34/40	2017	Salcudean	The emotional impact of traditional and new media in social events	7	6	13	Q4	15%
35/40	2017	Novo	Connective Intelligence for childhood mathematics education	8	4	12	Q4	12%
36/40	2017	Adams	Promoting adolescents’ moral advertising literacy in Secondary Education	6	5	11	Q4	10%
37/40	2017	Cano-Correa	College students in Lima: Politics, media and participation	5	6	11	Q4	7%
38/40	2017	Sun	Stop-motion to foster digital literacy in Elementary School	3	7	10	Q4	5%
39/40	2017	Ledo-Andión	The role of original version cinema into the European digital space	4	3	7	Q4	2%
40/40	2017	Porta-Navarro	Music and its significance in children favourite audiovisuals	4	2	6	Q4	1%

2016

Data update: 2022-10-28

POS	PUB	Author	Global ranking on official Web of Science and Scopus citations	WOS Cites	Scopus Cites	Total	Article Quartil	Article Percentil
1/40	2016	Fernández-Cruz	Generation Z’s teachers and their digital skills	128	152	280	Q1	97%
2/40	2016	Area-Moreira	Models of educational integration of ICTs in the classroom	119	93	212	Q1	94%
3/40	2016	Pérez-Escoda	Digital skills in the Z generation: Key questions for a curricular introduction in Primary School	91	85	176	Q1	92%
4/40	2016	Romera	Cyberbullying: Social competence, motivation and peer relationships	60	62	122	Q1	89%
5/40	2016	Serrano-Puche	Internet and emotions: New trends in an emerging field of research	53	49	102	Q1	87%
6/40	2016	Torres-Díaz	Internet use and academic success in university students	48	44	92	Q1	84%
7/40	2016	Ortega-Barón	The influence of school climate and family climate among adolescents victims of cyberbullying	1	90	91	Q1	82%
8/40	2016	Crescenzi-Lanna	An analysis of the interaction design of the best educational apps for children Aged zero to eight	38	44	82	Q1	79%
9/40	2016	Ramírez-García	Media competence of teachers and students of compulsory education in Spain	40	32	72	Q1	77%
10/40	2016	Romero-Rodríguez	Dimensions and indicators of the information quality in digital media	35	36	71	Q1	74%
11/40	2016	Suárez-Guerrero	Teachers’ perceptions of the digital transformation of the classroom through the use of tablets: A study in spain	31	31	62	Q2	72%
12/40	2016	de-Andrés-del-Campo	The transformative image. The power of a photograph for social change: The death of Aylan	31	28	59	Q2	69%
13/40	2016	Gutiérrez-Martín	Watching and tweeting: Youngsters’ responses to media representations of resistance	32	24	56	Q2	67%
14/40	2016	Gertrudis-Casado	Professional information skills and open data. Challenges for citizen empowerment and social change	30	24	54	Q2	64%
15/40	2016	Peña-Fernández	European newspapers’ digital transition: New products and new audiences	21	31	52	Q2	62%
16/40	2016	Román-García	Adults and elders and their use of ICTs. Media competence of digital immigrants	23	26	49	Q2	59%
17/40	2016	Oberst	Gender stereotypes 2.0: Self-representations of adolescents on Facebook	24	22	46	Q2	57%
18/40	2016	González-Lizárraga	Cyberactivism: A new form of participation for university students	18	21	39	Q2	54%
19/40	2016	Lacalle	The representation of workingwomen in Spanish television fiction	23	15	38	Q2	52%
20/40	2016	Arrabal-Sánchez	Communicating in 140 characters. How journalists in Spain use Twitter	19	18	37	Q2	50%
21/40	2016	Alvídrez	Powerful communication style on Twitter: Effects on credibility and civic participation	17	18	35	Q3	47%
22/40	2016	Ricaurte-Quijano	The Wiki learning project: Wikipedia as an open learning environment	20	13	33	Q3	45%
23/40	2016	Dias-Fonseca	Media education as a strategy for online civic participation in Portuguese schools	19	13	32	Q3	42%
24/40	2016	Aragón-Mendizábal	A comparative study of handwriting and computer typing in note-taking by university students	12	16	28	Q3	40%
25/40	2016	Pegurer-Caprino	Media literacy in Brazil: Experiences and models in non-formal education	17	9	26	Q3	37%
26/40	2016	Sevillano-García	The ubiquitous possibilities of the laptop: Spanish university students’ perceptions	13	13	26	Q3	35%
27/40	2016	Briones	Teaching ethics in the university through multicultural online dialogue	15	8	23	Q3	32%
28/40	2016	Aierbe-Barandiaran	Values and emotions in children’s audiovisual fictional narratives	11	11	22	Q3	30%
29/40	2016	Cmeciu	Digital civic activism in Romania: Framing anti-Chevron online protest community «faces»	11	10	21	Q3	27%
30/40	2016	Ruipérez	Plagiarism and academic integrity in Germany	12	8	20	Q3	25%
31/40	2016	Dueñas-Cid	Discriminatory expressions, the young and social networks: The effect of gender	11	9	20	Q4	22%
32/40	2016	Hu	Chinese university EFL teachers’ knowledge of and stance on plagiarism	9	11	20	Q4	20%
33/40	2016	Nupairoj	The ecosystem of media literacy: A holistic approach to media education	11	8	19	Q4	17%
34/40	2016	Gómez-Espinosa	The impact of activity design in Internet plagiarism in Higher Education	10	8	18	Q4	15%
35/40	2016	Rivera	Online and offline pornography consumption in Colombian adolescents	8	10	18	Q4	12%
36/40	2016	Cerbino	Community media as exercise of communicative citizenship: Experiences from Argentina and Ecuador	9	8	17	Q4	10%
37/40	2016	Lema-Blanco	Youth and the third sector media in Spain: Communication and social change training	9	6	15	Q4	7%
38/40	2016	Tiede	Media pedagogy in German and U.S. teacher education	8	6	14	Q4	5%
39/40	2016	Hernández-Ruiz	Antifraud editorial policy in Spanish and Latin American scientific publication: JCR social sciences edition	8	5	13	Q4	2%
40/40	2016	Duarte-Hueros	The audiovisual content downloads among university students	2	2	4	Q4	1%

2015

Data update: 2022-07-15

POS	PUB	Author	Global ranking on official Web of Science and Scopus citations	WOS Cites	Scopus Cites	Total	Article Quartil	Article Percentil
1/40	2015	Bartolomé-Pina	Are MOOCs promising learning environments?	59	62	121	Q1	97%
2/40	2015	Chiappe-Laverde	Literature and practice: A critical review of MOOCs	58	60	118	Q1	94%
3/40	2015	Fernández-Montalvo	Internet use habits and risk behaviours in preadolescence	60	54	114	Q1	92%
4/40	2015	Castaño-Garrido	Design, motivation and performance in a cooperative MOOC course	51	56	107	Q1	89%
5/40	2015	López-Meneses	Analysis and implications of the impact of MOOC movement in the scientific community: JCR and Scopus (2010-13)	47	57	104	Q1	87%
6/40	2015	Durán-Segura	Cyberbullying trough mobile phone and the Internet in dating relationships among youth people	45	58	103	Q1	84%
7/40	2015	Marcelo-García	University teaching with digital technologies	34	51	85	Q1	82%
8/40	2015	Llorente-Barroso	Internet and the elderly: Enhancing active ageing	32	48	80	Q1	79%
9/40	2015	Peral-Peral	From digital divide to psycho-digital divide: Elders and online social networks	31	49	80	Q1	77%
10/40	2015	González-Oñate	Use, consumption and knowledge of new technologies by elderly people in France, United Kingdom and Spain	31	42	73	Q1	74%
11/40	2015	Roig-Vila	Primary teachers’ technological, pedagogical and content knowledge	31	39	70	Q2	72%
12/40	2015	Raposo-Rivas	A study on the pedagogical components of massive online courses	36	32	68	Q2	69%
13/40	2015	Saracchini	A mobile augmented reality assistive technology for the elderly	23	37	60	Q2	67%
14/40	2015	López-Romero	Teaching media literacy in colleges of education and communication	26	31	57	Q2	64%
15/40	2015	Colombo	New elders, old divides: ICTs, inequalities and well being amongst young elderly Italians	24	33	57	Q2	62%
16/40	2015	Sureda-Negre	Academic plagiarism among secondary and High School students: Differences in gender and procrastination	24	33	57	Q2	59%
17/40	2015	Gómez-Mompart	Spanish journalists and the loss of news quality: Professional judgements	22	32	54	Q2	57%
18/40	2015	Fedorov	The framework of media education and media criticism in the contemporary world: The opinion of international experts	30	20	50	Q2	54%
19/40	2015	Hernández-Carranza	Evaluation of digital didactic skills in massive open online courses: A contribution to the Latin American movement	20	25	45	Q2	52%
20/40	2015	Casado-Muñoz	Active ageing and access to technology: An evolving empirical study	13	30	43	Q2	50%
21/40	2015	Dornaleteche-Ruiz	Categorization, item selection and implementation of an online digital literacy test as media literacy indicator	21	20	41	Q3	47%
22/40	2015	Añaños-Carrasco	Eyetracker technology in elderly people: How integrated television content is paid attention to and processed	19	21	40	Q3	45%
23/40	2015	Álvarez	Information literacy grade of Secondary School teachers in Spain. Beliefs and self-perceptions	18	22	40	Q3	42%
24/40	2015	Sánchez-Vera	Challenges in the creation, development and implementation of MOOCs: Web Science course at the university of Southampton	15	23	38	Q3	40%
25/40	2015	Monedero-Moya	Usability and satisfaction in multimedia annotation tools for MOOCs	15	19	34	Q3	37%
26/40	2015	Berríos-Valenzuela	ICT use and parental mediation perceived by Chilean children	9	21	30	Q3	35%
27/40	2015	Piñeiro-Otero	ARG (Alternate reality games). Contributions, limitations, and potentialities to the service of the teaching at the...	11	18	29	Q3	32%
28/40	2015	Sánchez-Martínez	Using technology to connect generations: Some considerations of form and function	10	15	25	Q3	30%
29/40	2015	Bosch	Uses and gratifications of computers in South African elderly people	7	13	20	Q3	27%
30/40	2015	Cifuentes-Álvarez	ICT leadership in Higher Education: A multiple case study in Colombia	5	13	18	Q3	25%
31/40	2015	Öngün	Young learners’ objectives related to multimedia use and homework completion	7	6	13	Q4	22%
32/40	2015	Valenzuela-Fernández	Influence of placement on explicit and implicit memory of college students	6	6	12	Q4	20%
33/40	2015	Luna-García	Design patterns to enhance accessibility and use of social applications for older adults	6	6	12	Q4	17%
34/40	2015	Tobías-Martínez	A digital repository of filmic content as a teaching resource	5	7	12	Q4	15%
35/40	2015	Arroyo-Almaraz	The undesired effects of digital communication on moral response	5	4	9	Q4	12%
36/40	2015	Marti-Pellón	Children’s exposure to advertising on games sites in Brazil and Spain	4	5	9	Q4	10%
37/40	2015	Muellner	Annotations and the ancient greek hero: Past, present, and future	3	3	6	Q4	7%
38/40	2015	Drula	Forms of media convergence and multimedia content . A Romanian perspective	2	3	5	Q4	5%
39/40	2015	Recalde-Viana	Telecommunication industry contributions to child online protection	1	2	3	Q4	2%
40/40	2015	Cornelio-Marí	Mexican children and American cartoons: Foreign references in animation	2	0	2	Q4	1%

2014

Data update: 2022-07-29

POS	PUB	Author	Global ranking on official Web of Science and Scopus citations	WOS Cites	Scopus Cites	Total	Article Quartil	Article Percentil
1/44	2014	García-Valcárcel-Muñoz-Repiso	ICT in collaborative learning in the classrooms of Primary and Secondary Education	82	99	181	Q1	97%
2/44	2014	García-Ruiz	Media literacy education for a new prosumer citizenship	91	71	162	Q1	95%
3/44	2014	Cabero-Almenara	Educational possibilities of social networks and group work. University students’ perceptions	69	49	118	Q1	92%
4/44	2014	Quintas-Froufe	Active audiences: Social audience participation in television	54	56	110	Q1	90%
5/44	2014	García-Galera	Engaged youth in Internet. The role of social networks in social active participation	49	52	101	Q1	88%
6/44	2014	Marín-Juarros	Construction of the foundations of the PLE and PLN for collaborative learning	48	48	96	Q1	86%
7/44	2014	Berrocal-Gonzalo	Media prosumers in political communication: Politainment on YouTube	39	55	94	Q1	83%
8/44	2014	Abad-Alcalá	Media literacy for older people facing the digital divide: The e-inclusion programmes design	41	47	88	Q1	81%
9/44	2014	Cabalín-Quijada	Online and mobilized students: The use of Facebook in the Chilean student protests	42	42	84	Q1	79%
10/44	2014	García-Galera	Media prosumers. Participatory culture of audiences and media responsibility	37	44	81	Q1	77%
11/44	2014	Gewerc-Barujel	Collaboration and social networking in Higher education	38	38	76	Q1	74%
12/44	2014	Gozálvez-Pérez	Empowering media citizenship through educommunication	33	40	73	Q2	72%
13/44	2014	Hernández-Sellés	Planning collaborative learning in virtual environments	36	30	66	Q2	70%
14/44	2014	Vanderhoven	Educating teens about the risks on social network sites. An intervention study in Secondary Education	27	38	65	Q2	68%
15/44	2014	Dafonte-Gómez	The key elements of viral advertising. From motivation to emotion in the most shared videos	29	35	64	Q2	65%
16/44	2014	Leinonen	Design thinking and collaborative learning	24	35	59	Q2	63%
17/44	2014	Pérez-Mateo-Subirà	Collaborative construction of a project as a methodology for acquiring digital competences	31	27	58	Q2	61%
18/44	2014	Lee	Media literacy and information literacy: Similarities and differences	26	28	54	Q2	59%
19/44	2014	Gomes-Franco-Silva	Internet as a haven and social shield. Problematic uses of the network by young Spaniards	23	25	48	Q2	56%
20/44	2014	Rubia-Avi	Revolution in education: Computer support for collaborative learning	21	20	41	Q2	54%
21/44	2014	Berrío-Zapata	The digital divide in the university: The appropriation of ICT in Higher Education students from Bogota, Colombia	18	22	40	Q2	52%
22/44	2014	Aguaded	From infoxication to the right to communicate	25	12	37	Q2	50%
23/44	2014	Condeza-Dall’Orso	News consumption among Chilean adolescents: Interest, motivations and perceptions on the news agenda	14	21	35	Q3	47%
24/44	2014	Humanes-Humanes	College students’ views about journalism education in Spain	17	17	34	Q3	45%
25/44	2014	Linne	Common uses of Facebook among adolescents from different social sectors in Buenos Aires city	20	13	33	Q3	43%
26/44	2014	Ruiz-del-Olmo	Young people as users of branded applications on mobile devices	19	14	33	Q3	41%
27/44	2014	Minelli-de-Oliveira	Exploring student and teacher perception of E-textbooks in a Primary School	19	14	33	Q3	38%
28/44	2014	Fernández-Sánchez	A community of practice: An intervention model based on computer supported collaborative learning	17	15	32	Q3	36%
29/44	2014	Domingo-Coscollola	Researching on and with young people: Collaborating and educating	17	13	30	Q3	34%
30/44	2014	Costa	Use of the Internet in educative informal contexts. Implication for formal education	14	15	29	Q3	32%
31/44	2014	Cebrián-de-la-Serna	eRubrics in cooperative assessment of learning at university	14	13	27	Q3	29%
32/44	2014	Rebollo-Catalán	Perceived social support as a factor of rural women’s digital inclusion in online social networks	11	13	24	Q3	27%
33/44	2014	Sánchez-González	Knowledge and assessment of crowdfunding in communication. The view of journalists and future journalists	11	11	22	Q3	25%
34/44	2014	Punín-Larrea	Digital media in Ecuador: Future perspectives	14	6	20	Q4	23%
35/44	2014	Sur	Primary School second grade teachers’ and students’ opinions on media literacy	10	9	19	Q4	20%
36/44	2014	Arancibia-Herrera	Meaning processes mediated through a protagonists’ collaborative learning platform	9	9	18	Q4	18%
37/44	2014	Chibás-Ortíz	Managing creativity in collaborative virtual learning environments e: A DL corporate project	12	5	17	Q4	16%
38/44	2014	Falcón-Díaz-Aguado	Adolescent students as media fictional characters	9	6	15	Q4	14%
39/44	2014	Fuente-Cobo	Active audiences in the regulation of the audiovisual media. Consumer versus citizen in Spain and Mexico	9	6	15	Q4	11%
40/44	2014	de-Andrés-del-Campo	Critical analysis of government vs. Commercial advertising discourse on older persons in Spain	6	7	13	Q4	9%
41/44	2014	López-Vidales	Audioblogs and Tvblogs, tools for collaborative learning in journalism	6	7	13	Q4	7%
42/44	2014	Bujokas-de-Siqueira	Media education and Brazilian educational policies for the enhancement of learning	6	3	9	Q4	5%
43/44	2014	Espinosa-Bayal	Adolescent television consumers: Self-perceptions about their rights	2	3	5	Q4	2%
44/44	2014	Aguaded	Research as a strategy for training educommunicators: Master and doctorate	0	4	4	Q4	1%

2013

Data update: 2021-09-27

POS	PUB	Author	Global ranking on official Web of Science and Scopus citations	WOS Cites	Scopus Cites	Total	Article Quartil	Article Percentil
1/44	2013	Colás-Bravo	Young people and social networks: Motivations and preferred uses	103	106	209	Q1	97%
2/44	2013	Torres-Salinas	Altmetrics: New indicators for scientific communication in Web 2.0	78	88	166	Q1	95%
3/44	2013	Delgado-López-Cózar	The impact of scientific journals of communication: Comparing Google Scholar Metrics, Web of Science and Scopus	49	66	115	Q1	92%
4/44	2013	Aguaded	The MOOC revolution: A new form of education from the technological paradigm?	55	48	103	Q1	90%
5/44	2013	García-Jiménez	The influence of social networks on the adolescents’ online practices	49	51	100	Q1	88%
6/44	2013	Fernández-Quijada	Three decades of spanish communication research: Towards legal age	47	53	100	Q1	86%
7/44	2013	Muros-Ruiz	Youth’s usage of leisure time with video games and social networks	47	40	87	Q1	83%
8/44	2013	Almansa-Martínez	Social networks and young people. Comparative study of Facebook between Colombia and Spain	43	39	82	Q1	81%
9/44	2013	Tortajada-Giménez	Advertising stereotypes and gender representation in social networking sites	35	39	74	Q1	79%
10/44	2013	Buckingham	Interactive youth: New citizenship between social networks and school settings	38	35	73	Q1	77%
11/44	2013	Bernal-Bravo	Interactions of young Andalusian people inside social networks	42	30	72	Q1	74%
12/44	2013	Escribà-Sales	Internationalization and coauthorship in major communication journals in Spain	30	37	67	Q2	72%
13/44	2013	Soengas-Pérez	The role of the Internet and social networks in the arab uprisings an alternative to official press censorship	32	33	65	Q2	70%
14/44	2013	Vázquez-Cano	The videoarticle: New reporting format in scientific journals and its integration in MOOCs	31	31	62	Q2	68%
15/44	2013	de-Filippo	Spanish scientific output in communication sciences in WOS. The scientific journals in SSCI (2007-12)	24	36	60	Q2	65%
16/44	2013	Hernández-Merayo	Interactive youth and civic cultures: The educational, mediatic and political meaning of the 15M	28	28	56	Q2	63%
17/44	2013	Erstad	Learning lives connected: Digital youth across school and community spaces	23	25	48	Q2	61%
18/44	2013	Stornaiuolo	Expanding community: Youth, social networking and schools	21	23	44	Q2	59%
19/44	2013	Arcila-Calderón	The e-research on media & communications: Attitudes, tools and practices in Latin America researchers	17	23	40	Q2	56%
20/44	2013	Erjavec	Informal learning through Facebook among Slovenian pupils	14	24	38	Q2	54%
21/44	2013	Aguaded	Media programme (UE) - International support for media education	19	18	37	Q2	52%
22/44	2013	Buckingham	Learning about power and citizenship in an online virtual world	16	16	32	Q2	50%
23/44	2013	Turan	The reasons for non-use of social networking websites by university students	16	15	31	Q3	47%
24/44	2013	Martínez-Pastor	Gender representation in advertising of toys in the Christmas period (2009-12)	17	12	29	Q3	45%
25/44	2013	Tello-Díaz	Intimacy and «extimacy» in social networks. Ethical boundaries of facebook	16	13	29	Q3	43%
26/44	2013	Berlanga-Fernández	Ethos, pathos and logos in Facebook. User networking: New «rhetor» of the 21th century	17	8	25	Q3	41%
27/44	2013	Casanueva-Rocha	Spanish communication academia: Scientific productivity vs. Social activity	13	12	25	Q3	38%
28/44	2013	Middaugh	New media as a tool for civic learning	12	13	25	Q3	36%
29/44	2013	Lepicnik-Vodopivec	Communication technology in the home environment of four-year-old children (Slovenia)	9	16	25	Q3	34%
30/44	2013	Navarro-Beltrá	Bibliometric analysis of research on women and advertising: Differences in print and audiovisual media	11	13	24	Q3	32%
31/44	2013	Zubillaga-del-Río	Disability in the perception of technology among university students	11	9	20	Q3	29%
32/44	2013	Bermejo-Berros	Masking as a persuasive strategy in advertising for young	9	7	16	Q3	27%
33/44	2013	Milojevic	Methodological approaches to study interactivity in communication journals	9	6	15	Q3	25%
34/44	2013	Calderón-Martínez	The participation and web visibility of university digital repositories in the European context	7	7	14	Q4	23%
35/44	2013	Marta-Lazo	The «i-Generation» and its interaction in social networks. An analysis of Coca-Cola on Tuenti	8	5	13	Q4	20%
36/44	2013	Banaji	Everyday racism and «My tram experience»: Emotion, civic performance and learning on YouTube	6	7	13	Q4	18%
37/44	2013	Ortiz-Sobrino	TV broadcasters and research on TV and children	8	4	12	Q4	16%
38/44	2013	Ponte	Connecting generations. A research and learning approach for media education and audience studies	7	5	12	Q4	14%
39/44	2013	Giménez-Toledo	Black holes of communication scientific communication and meta-research	6	6	12	Q4	11%
40/44	2013	Ledo-Andión	Cultural diversity across the networks: The case of national cinema	5	6	11	Q4	9%
41/44	2013	Vega-Casanova	A children’s observatory of television: «Observar TV», a space for dialogue between children	7	2	9	Q4	7%
42/44	2013	del-Moral-Pérez	Media literacy, participation and accountability for the media of generation of silence	5	4	9	Q4	5%
43/44	2013	Aran-Ramspott	The notion of violence in television fiction: Children’s interpretation	2	2	4	Q4	2%
44/44	2013	Mañana-Rodríguez	The multidisciplinarity in Spanish and foreign communication journals	1	1	2	Q4	1%

2012

Data update: 2020-10-15

POS	PUB	Author	Global ranking on official Web of Science and Scopus citations	WOS Cites	Scopus Cites	Total	Article Quartil	Article Percentil
1/44	2012	Ferrés	Media competence. Articulated proposal of dimensions and indicators	202	139	341	Q1	97%
2/44	2012	Gutiérrez-Martín	Media education, media literacy and digital competence	112	133	245	Q1	95%
3/44	2012	Area-Moreira	From solid to liquid: New literacies to the cultural changes of Web 2.0	107	127	234	Q1	92%
4/44	2012	Gómez-Aguilar	The academic use of social networks among university students	109	88	197	Q1	90%
5/44	2012	Pérez-Rodríguez	From digital and audiovisual competence to media competence: Dimensions and indicators	80	57	137	Q1	88%
6/44	2012	Casero-Ripollés	Beyond newspapers: News consumption among young people in the digital era	51	62	113	Q1	86%
7/44	2012	del-Rey	The ConRed program, an evidence-based practice	51	47	98	Q1	83%
8/44	2012	Agudo-Prado	Uses of digital tools among the elderly	43	44	87	Q1	81%
9/44	2012	Aparici	Pedagogy of interactivity	50	28	78	Q1	79%
10/44	2012	Tejedor-Calvo	Challenges and risks of Internet use by children. How to empower minors?	31	32	63	Q1	77%
11/44	2012	Aguaded	Media proficiency, an educational initiative that cannot wait	36	21	57	Q1	74%
12/44	2012	Moeller	«The world unplugged» and «24 Hours without media»: Media literacy to develop self-awareness regarding media	22	29	51	Q2	72%
13/44	2012	Ramírez-Orellana	Attitudes and beliefs of secondary teachers about Internet use in their classrooms	28	19	47	Q2	70%
14/44	2012	Soep	The digital afterlife of youth-made media: Implications for media literacy education	22	22	44	Q2	68%
15/44	2012	Dezuanni	«Prosuming» across cultures: Youth creating and discussing digital media across borders	26	17	43	Q2	65%
16/44	2012	Wilson	Media and information literacy: Pedagogy and possibilities	24	19	43	Q2	63%
17/44	2012	Kendall	Critical media literacy after the media	16	23	39	Q2	61%
18/44	2012	Culver	Media literacy and its use as a method to encourage civic engagement	15	23	38	Q2	59%
19/44	2012	Pérez-Tornero	Teacher training in media education: Curriculum and international experiences	21	16	37	Q2	56%
20/44	2012	Aguaded	United Nations aiming at media literacy education	17	20	37	Q2	54%
21/44	2012	Orozco-Gómez	Educational challenges in times of mass self-communication: A dialogue among audience	20	15	35	Q2	52%
22/44	2012	Gutiérrez-Martín	Media literacy in multiple contexts	14	17	31	Q2	50%
23/44	2012	Gómez-Zermeño	Digital libraries: Electronic bibliographic resources on basic education	21	7	28	Q3	47%
24/44	2012	Yuste-Tosina	Synchronous virtual environments for e-assessment in Higher education	15	13	28	Q3	45%
25/44	2012	McCloskey	Global teachers: A conceptual model for building teachers’ intercultural competence online	15	12	27	Q3	43%
26/44	2012	Pérez-Latorre	From chess to StarCraft. A comparative analysis of traditional games and videogames	12	13	25	Q3	41%
27/44	2012	Potter	Social media and self-curatorship: Reflections on identity and pedagogy through blogging on a masters module	9	10	19	Q3	38%
28/44	2012	Lacalle	Genre and age in the reception of television fiction	9	4	13	Q3	36%
29/44	2012	Pereira	Resources for media literacy: Mediating the research on children and media	7	5	12	Q3	34%
30/44	2012	Sevillano-García	Food advertising and consumption by students in Huánuco (Peru)	6	6	12	Q3	32%
31/44	2012	Vergara-Leyton	Representation of childhood in advertising discourse. A case study of the advertising industry in Chile	7	4	11	Q3	29%
32/44	2012	Sánchez-Carrero	Keys to recognizing the levels of critical audiovisual reading in children	9	1	10	Q3	27%
33/44	2012	Llorent-Bedmar	The educational role of the digital media in the integration of immigrants in Spain: El mundo.es and El pais.com	5	5	10	Q3	25%
34/44	2012	Mora-Fernández	The analysis of interactive media and digital culture - hypermedia literacy in Peru and Bolivia	5	5	10	Q4	23%
35/44	2012	Bautista-García-Vera	Value of audiovisual records in intercultural education	7	2	9	Q4	20%
36/44	2012	Oliva-Rota	Fame and proffessional success in «Operación Triunfo» and «Fama ¡a bailar!»	4	5	9	Q4	18%
37/44	2012	Saleh	Media and information literacy in South Africa: Goals and tools	2	7	9	Q4	16%
38/44	2012	Reia-Baptista	Film literacy: Media appropriations with examples from the European film context	7	1	8	Q4	14%
39/44	2012	Alvarado-Miquilena	Critical reading of media: A methodological proposal	5	3	8	Q4	11%
40/44	2012	del-Valle-Rojas	Media literacy and consumption of media and advertising in university students of pedagogy in Chile	5	2	7	Q4	9%
41/44	2012	Ponte	Training graduate students as young researchers to study families’ use of media	1	5	6	Q4	7%
42/44	2012	Tayie	Young people’s interaction with media in Egypt, India, Finland, Argentina and Kenya	2	2	4	Q4	5%
43/44	2012	Gértrudix-Barrio	Music in virtual worlds. Study on the representation spaces	2	2	4	Q4	2%
44/44	2012	Martínez-Martínez	Color in child espots: Chromatic prevalence and relation with the brand logo	2	0	2	Q4	1%

2011

Data update: 2022-07-19

POS	PUB	Author	Global ranking on official Web of Science and Scopus citations	WOS Cites	Scopus Cites	Total	Article Quartil	Article Percentil
1/44	2011	Sloep	Learning networks, networked learning	52	52	104	Q1	97%
2/44	2011	Repiso-Caballero	Bibliometric and social network analysis applied to television dissertations presented in Spain (1976/2007)	50	36	86	Q1	95%
3/44	2011	Domingo-Coscollola	Classroom 2.0 experiences and building on the use of ICT in teaching	40	25	65	Q1	92%
4/44	2011	Imbernón-Muñoz	Teaching skills in virtual and blended learning environments	37	27	64	Q1	90%
5/44	2011	Steinbeck	Building creative competence in globally distributed courses through design thinking	23	27	50	Q1	88%
6/44	2011	Checa-Olmos	Spaniards’ perspective of immigration. The role of the media	20	28	48	Q1	86%
7/44	2011	Gutiérrez-Recacha	People with intellectual disability and ICTs	21	20	41	Q1	83%
8/44	2011	Collis	Flexibility in higher education: Revisiting expectations	22	16	38	Q1	81%
9/44	2011	Aguaded	Media education: An international unstoppable phenomenon UN, Europe and Spain support for edu-communication	18	20	38	Q1	79%
10/44	2011	Gozálvez-Pérez	Education for democratic citizenship in a digital culture	22	15	37	Q1	77%
11/44	2011	Aguaded	Children and young people: The new interactive generations	20	17	37	Q1	74%
12/44	2011	Said-Hung	The cyber media in Latin America and Web 2.0	17	17	34	Q2	72%
13/44	2011	Martínez-Pecino	University senior students on the Web	14	19	33	Q2	70%
14/44	2011	Rodríguez-Ferrándiz	From cultural industries to entertainment and creative industries. The boundaries of the cultural field	21	9	30	Q2	68%
15/44	2011	Lozano-Martínez	Software for teaching emotions to students with autism spectrum disorder	18	12	30	Q2	65%
16/44	2011	Duart	The Net on teaching processes at the university	13	13	26	Q2	63%
17/44	2011	Rincón	New television narratives: Entertainment, telling, citizenship, experimental	19	6	25	Q2	61%
18/44	2011	Mastrini	Structure, concentration and changes of the media system in the Southern Cone of Latin America	15	10	25	Q2	59%
19/44	2011	Méndiz-Noguero	Young people’s attitudes towards and evaluations of mobile TV	15	8	23	Q2	56%
20/44	2011	García-Muñoz	Television fiction series targeted at young audience: Plots and conflicts portrayed in a teen series	9	12	21	Q2	54%
21/44	2011	Osorio-Gómez	Interaction analysis in hybrid learning environment	11	9	20	Q2	52%
22/44	2011	Torres-Díaz	Digital divide in universities: Internet use in Ecuadorian universities	7	13	20	Q2	50%
23/44	2011	Burkle	Apprenticeship students learning on-line: Opportunities and challenges for polytechnic institutions	9	10	19	Q3	47%
24/44	2011	Medina-Laverón	The transformation of public TV companies into digital services at the BBC and RTVE	11	7	18	Q3	45%
25/44	2011	Marcelo-García	«Alacena», an open learning design repository for university teaching	10	8	18	Q3	43%
26/44	2011	López-Valero	Digital competence and literacy: Developing new narrative formats. The «Dragon age: Origins» videogame	10	6	16	Q3	41%
27/44	2011	Fuenzalida-Fernández	A new meaning of educational television: from school to audience’s everyday life	13	2	15	Q3	38%
28/44	2011	Medrano-Samaniego	Values perceived in television by adolescents in different cross-cultural contexts	8	7	15	Q3	36%
29/44	2011	Gómez-Escalonilla-Moreno	Students’ perspective on on-line college education in the field of journalism	5	10	15	Q3	34%
30/44	2011	Phillippi-Miranda	Communicative empowerment: Narrative skills of the subjects	8	6	14	Q3	32%
31/44	2011	Chicharro-Merayo	Learning from television fiction. The reception and socialization effects from watching «Loving in troubled times»	4	10	14	Q3	29%
32/44	2011	Porta-Navarro	The musical offers of children’s programming on «Televisión Española» as its hearing universe	8	5	13	Q3	27%
33/44	2011	Ramírez-de-la-Piscina-Martínez	Report about the media literacy situation in the basque school community	6	7	13	Q3	25%
34/44	2011	Brändle-Señán	The risk of emergence of boomerang effect in communication against violence	6	7	13	Q4	23%
35/44	2011	Fernández-Villanueva	Emotions elicited by television violence	4	5	9	Q4	20%
36/44	2011	Souza-Mayerholz	The intervention of TV in the Chilean earthquake	5	3	8	Q4	18%
37/44	2011	Montalvo-Castro	Audiovisual riddles to stimulate children’s creative thinking	5	2	7	Q4	16%
38/44	2011	Marzal-Felici	Consumption patterns and uses of photography in digital era among communication students	5	1	6	Q4	14%
39/44	2011	Quiroz-Velasco	Television: seen, heard and read by Peruvian adolescents	3	3	6	Q4	11%
40/44	2011	Hirsjärvi	Children and new media: Youth media participation. A case study of Egypt and Finland	2	4	6	Q4	9%
41/44	2011	Marín-Murillo	Teenagers and motherhood in the cinema: «Juno», «Precious» and «The Greatest»	3	2	5	Q4	7%
42/44	2011	García-García	Structures and archetypal content in advertising communication	2	1	3	Q4	5%
43/44	2011	Lull	Communicating culture: An evolutionary explanation	2	1	3	Q4	2%
44/44	2011	Avendaño-Ruz	Television and its new expressions	1	1	2	Q4	1%

2010

Data update: 2020-09-16

POS	PUB	Author	Global ranking on official Web of Science and Scopus citations	WOS Cites	Scopus Cites	Total	Article Quartil	Article Percentil
1/46	2010	Salmerón-Pérez	Methodologies to improve communication in virtual learning environments	60	33	93	Q1	97%
2/46	2010	Prendes-Espinosa	ICT competences of future teachers	49	36	85	Q1	95%
3/46	2010	Ramos-Elizondo	Developing cognitive skills with mobile learning: A case study	44	37	81	Q1	93%
4/46	2010	Guerra-Liaño	Study on the use of ICTs as teaching tools by university instructors	48	16	64	Q1	90%
5/46	2010	Gutiérrez-Martín	Digital tribes in the university classrooms	34	23	57	Q1	88%
6/46	2010	Hennion	Loving music: From a sociology of mediation to a pragmatics of taste	32	17	49	Q1	86%
7/46	2010	Cabero-Almenara	Online students´ satisfaction with blended tearning	24	18	42	Q1	84%
8/46	2010	Sureda-Negre	Internet access by minors at home: Usage norms imposed by parents	20	14	34	Q1	82%
9/46	2010	Hormigos-Ruiz	Music distribution in the consumer society: The creation of cultural identities through sound	17	6	23	Q1	80%
10/46	2010	Bull	iPod: A personalized sound world for its consumers	12	11	23	Q1	77%
11/46	2010	Gértrudix-Barrio	The utility of musico-visual formats in teaching	14	7	21	Q1	75%
12/46	2010	Sedeño	Videogames as cultural devices: development of spatial skills and application in learning	0	21	21	Q2	73%
13/46	2010	Baelo-Álvarez	Use of information and communication technologies in Castilla & León universities	11	8	19	Q2	71%
14/46	2010	Aguaded	The European Union passes a recommendation on media literacy in the European digital environment	9	8	17	Q2	69%
15/46	2010	Schalk-Quintanar	Discourse analysis in the quality of expected learning	8	7	15	Q2	67%
16/46	2010	Santibáñez-Velilla	Virtual and real classroom in learning audiovisual communication and education	11	3	14	Q2	65%
17/46	2010	Clarembeaux	Film education: Memory and heritage	10	4	14	Q2	62%
18/46	2010	Romero-Calmache	Advertising in the digital age: The microsite as a strategic factor in on-line advertising campaigns	7	5	12	Q2	60%
19/46	2010	Browne-Sartori	Intercultural journalism: Peruvian and Bolivian representation in the Chilean daily press news	5	6	11	Q2	58%
20/46	2010	Pastor-Alonso	I want to be a journalist: looking for motivation in journalism	5	6	11	Q2	56%
21/46	2010	Martínez-Salanova-Sánchez	Education in European cinema and society’s exclusion of the young	6	4	10	Q2	54%
22/46	2010	Sobrado-Fernández	Planning and development of an ICT-skills map in guidance	6	4	10	Q2	52%
23/46	2010	Vergara-Leyton	The social and cultural impact of advertising among Chilean youths	3	7	10	Q2	50%
24/46	2010	Fonseca-Mora	Studying Spanish in the USA: Mass media as social motivation	5	4	9	Q3	47%
25/46	2010	Burn	Thrills in the dark: Young people’s moving image cultures and media education	5	4	9	Q3	45%
26/46	2010	Cebrián-de-la-Serna	Environmental indigenous wisdom and the design of educational resources	4	5	9	Q3	43%
27/46	2010	Ocaña-Fernández	The sonic imagination of children in Andalusia: A musical analysis of the TV programme «The Band»	6	2	8	Q3	41%
28/46	2010	de-Aguilera-Moyano	Imaginative appropriations of music in the new communicative scenarios	5	3	8	Q3	39%
29/46	2010	Zagalo	Creative game literacy. A study of interactive media based on film literacy	5	2	7	Q3	37%
30/46	2010	Pérez-Ugena	Violence in TV: Analysis of children´s programming	3	4	7	Q3	34%
31/46	2010	Fouce-Rodríguez	Technologies and media in digital music: From music market crisis to new listening practices	6	0	6	Q3	32%
32/46	2010	Aguaded	Media literacy training in graduate and postgraduate studies	3	3	6	Q3	30%
33/46	2010	Valencia-Cerino	The symbols and written language of users of messenger	3	2	5	Q3	28%
34/46	2010	Pastor-Pérez	The radio dramatization of educational contents: A higher education experience	3	2	5	Q3	26%
35/46	2010	Aierbe-Barandiaran	Intimacy in television programs: Adolescents’ perception	2	3	5	Q4	24%
36/46	2010	Bazalgette	Analogue sunset. The educational role of the British Film Institute, 1979-2007	2	3	5	Q4	22%
37/46	2010	Suhr	Understanding the emergence of social protocols on MySpace: Impact and its ramifications	2	2	4	Q4	19%
38/46	2010	Nogueira-Tavares	Understanding cinema: The avant-gardes and the construction of film discourse	2	2	4	Q4	17%
39/46	2010	Reia-Baptista	Film languages in the European collective memory	2	2	4	Q4	15%
40/46	2010	Bruhn-Jensen	The sounds of media. An interdisciplinary review of research on sound as communication	3	0	3	Q4	13%
41/46	2010	Ruiz-del-Olmo	Language and collective identity in Buñuel. Propaganda in the film «España 1936»	2	1	3	Q4	11%
42/46	2010	de-Aguilera-Moyano	Mediations in the new digital landscape. Music and screens	0	1	1	Q4	9%
43/46	2010	Martínez-Salanova-Sánchez	European cinema, memory of Europe	0	0	0	Q4	6%
44/46	2010	Martínez-Salanova-Sánchez	Stories: The history of music that comes and goes	0	0	0	Q4	4%
45/46	2010	Grimshaw	Player relationships as mediated through sound in immersive multi-player computer games	0	0	0	Q4	2%
46/46	2010	wa-Mukuma	The role of musical instruments in the globalization of music	0	0	0	Q4	1%

2009

Data update: 2022-07-20

POS	PUB	Author	Global ranking on official Web of Science and Scopus citations	WOS Cites	Scopus Cites	Total	Article Quartil	Article Percentil
1/50	2009	Flores-Vivar	New models of communication, profiles and trends in social networks	93	85	178	Q1	97%
2/50	2009	Tejedor-Tejedor	A scale for the measurement of university teachers’ attitudes towards the integration of ICT	72	59	131	Q1	95%
3/50	2009	Cebrián-Herreros	Interactive communication in the cybermedia	46	46	92	Q1	93%
4/50	2009	Hinojo-Lucena	Student´s perceptions of blended learning at university	37	29	66	Q1	91%
5/50	2009	García-Galera	A theoretical analysis proposal on mobile phone use by adolescents	26	29	55	Q1	89%
6/50	2009	Camps-Cervera	Media education beyond school	25	22	47	Q1	87%
7/50	2009	Frau-Meigs	Media education policy: Towards a global rationale	27	15	42	Q1	85%
8/50	2009	Cebrián-Herreros	New forms of communication in the cybermedia	18	18	36	Q1	83%
9/50	2009	Aguaded	The European Parliament bets on media literacy	22	13	35	Q1	81%
10/50	2009	Islas	Understanding cultural convergence through media ecology	18	17	35	Q1	79%
11/50	2009	Díaz-Noci	Multimedia and reading ways: a state of the art	17	17	34	Q1	77%
12/50	2009	Marcos-López	Mobile learning as a tool for the development of communication skills in virtual discussion boards	17	14	31	Q1	75%
13/50	2009	Guarinos-Galán	Televisual teenager phenomena. Adolescent prototypes in TV series in Spain	15	13	28	Q2	73%
14/50	2009	Navarro-Zamora	Fifteen years of online journalism. Interaction and hypertextuality	11	15	26	Q2	71%
15/50	2009	Perona-Páez	Radio edu-webs: Spanish experiences of media education	13	11	24	Q2	69%
16/50	2009	Díaz-Arias	Video in cyberspace: Usage and language	11	13	24	Q2	67%
17/50	2009	García-Muñoz	The positive representation of the image of women in the media	11	12	23	Q2	65%
18/50	2009	Aguaded	The short-sightednes of the new teacher training plans in Spain: Analogical or digital teachers?	12	10	22	Q2	63%
19/50	2009	Gramigna	Learning with videogames: Ideas for a renewal of the theory of knowledge and education	11	9	20	Q2	61%
20/50	2009	Tous-Rovirosa	PaleoTV, NeoTV and MetaTV in US drama series	14	5	19	Q2	59%
21/50	2009	Kotilainen	Promoting youth civic participation with media production: The case of Youth Voice editorial board	7	9	16	Q2	57%
22/50	2009	González-Conde	Networks of participation and communicative interchanges in public radio: Podcasting	3	13	16	Q2	55%
23/50	2009	González-Navarro	New educational settings. Cognitive challenges for the realization of a collective intelligence	8	6	14	Q2	53%
24/50	2009	Mellado-Ruiz	Latin American journalism: A review of five decades and a proposal for a model of analysis	5	9	14	Q2	51%
25/50	2009	Moral-Toranzo	The Internet as a framework for communication and social interaction	9	4	13	Q2	50%
26/50	2009	Scheuer	Foreword	8	5	13	Q3	48%
27/50	2009	Lau	Information skills: conceptual convergence between information and communication sciences	8	5	13	Q3	46%
28/50	2009	Bautista-García-Vera	Audiovisual narrations based on intercultural relationships in education	7	6	13	Q3	44%
29/50	2009	Moeller	Nurturing freedom of expression through teaching global media literacy	7	5	12	Q3	42%
30/50	2009	de-Fontcuberta-Balaguer	Criteria of media education program for Chilean teachers: A proposal for continuous training	6	5	11	Q3	40%
31/50	2009	Silver	A European approach to media literacy: Moving toward an inclusive knowledge society	6	3	9	Q3	38%
32/50	2009	Saleh	Media literacy in MENA: Moving beyond the vicious cycle of oxymora	3	4	7	Q3	36%
33/50	2009	Morduchowicz	When media education is state policy	5	1	6	Q3	34%
34/50	2009	Sevillano-García	Television, attitudes, and drugs in adolescents: Research on their effects	3	2	5	Q3	32%
35/50	2009	Martínez-Salanova-Sánchez	The media and the meeting of cultures, in pro of cultural coexistence	1	4	5	Q3	30%
36/50	2009	Fernández	Broadcast yourself: Oxymoron or media mistake?	3	1	4	Q3	28%
37/50	2009	Akyeampong	Making the introduction of multi-media technologies count in education reform in Africa: The case of Ghana	2	1	3	Q3	26%
38/50	2009	Banda	Exploring media education as civic praxis in Africa	2	1	3	Q4	24%
39/50	2009	Jeong	History, policy, and practices of media education in South Korea	1	2	3	Q4	22%
40/50	2009	Opertti	Curricular contribution to media education: A work in progress	1	2	3	Q4	20%
41/50	2009	Das	Media education as a development project: Connecting emancipatory interests and governance in India	1	2	3	Q4	18%
42/50	2009	Neitzel	Investigating the reading process by means of collaborative environment	1	2	3	Q4	16%
43/50	2009	Cheung	Education reform as an agent of change: The development of media literacy in Hong Kong during the last decade	1	2	3	Q4	14%
44/50	2009	Salomon	The role of broadcasting regulation in media literacy	1	1	2	Q4	12%
45/50	2009	Hernando-Gómez	A WebQuest for vocational guidance in High Schools	1	1	2	Q4	10%
46/50	2009	Naji	Media education issues for professionals and citizens: Bridging the divides in countries of the South	1	1	2	Q4	8%
47/50	2009	Orhon	Media education in Turkey: Toward a multi-stakeholder framework	1	1	2	Q4	6%
48/50	2009	Wilson	Implementing mandates in media education: The Ontario experience	0	2	2	Q4	4%
49/50	2009	Prieto-Cruz	Information sources and drugs consumption. TV: A risk factor in schoolchildren	1	0	1	Q4	2%
50/50	2009	Waheed-Khan	Foreword	0	0	0	Q4	1%

2008

Data update: 2022-07-19

POS	PUB	Author	Global ranking on official Web of Science and Scopus citations	WOS Cites	Scopus Cites	Total	Article Quartil	Article Percentil
1/129	2008	Pérez-Tornero	Multi-screen society: a challenge for media literacy	31	21	52	Q1	98%
2/129	2008	Belmonte-Arocha	Co-educating the gaze against gender stereotypes in TV	33	18	51	Q1	97%
3/129	2008	García-de-Castro	Renewal movements in the Spanish television series	10	20	30	Q1	97%
4/129	2008	Marta-Lazo	The process of TV reception as contextual interaction	16	9	25	Q1	96%
5/129	2008	Tyner	Audiences, Intertextuality and new media literacy	11	12	23	Q1	95%
6/129	2008	Moreno-Rodríguez	Digital literacy: full control of pen drive and mouse	10	12	22	Q1	94%
7/129	2008	del-Río-Pereda	Reality construction by Spanish infancy across TV consumption	9	9	18	Q1	94%
8/129	2008	García-Matilla	Television and young people in Spain	9	8	17	Q1	93%
9/129	2008	Tucho-Fernández	Media education in the Spanish legislation	6	10	16	Q1	92%
10/129	2008	Rincón	No more audiences, we all become producers	9	6	15	Q1	91%
11/129	2008	Lozano-Rendón	Foreign film and television consumption and appropriation by Latin American audiences	9	5	14	Q1	91%
12/129	2008	Aierbe-Barandiaran	Adolescents’ television viewing habits and its relation with values	6	8	14	Q1	90%
13/129	2008	Parrilla	Language’s alterations in the digital era	7	6	13	Q1	89%
14/129	2008	Medrano-Samaniego	What values do adolescents perceive in their favourite TV programmes?	6	6	12	Q1	88%
15/129	2008	Fuenzalida-Fernández	Changes in the relationship between children and television	8	3	11	Q1	87%
16/129	2008	Tirado-Morueta	Drog@ project: virtual learning communities	8	3	11	Q1	87%
17/129	2008	Vassallo-de-Lopes	Television and narratives: cultural identities in globalization age	6	4	10	Q1	86%
18/129	2008	Sopena-Palomar	The audio-visual regulation: the arguments for and against	4	6	10	Q1	85%
19/129	2008	García-Canclini	Books, screens and audiences: what is changing	4	6	10	Q1	84%
20/129	2008	Perales-Albert	Learning identity: what kind of children do children perceive when they watch TV?	6	3	9	Q1	84%
21/129	2008	Walzer-Moskovic	Public service models in European TV: a comparative analysis of TVE and BBC	5	4	9	Q1	83%
22/129	2008	Digón-Regueiro	Children programmes and sensationalist TV: entertaining, misinforming, miseducating	3	6	9	Q1	82%
23/129	2008	Ortiz-Sobrino	To teach the look in a multi-screen society	5	3	8	Q1	81%
24/129	2008	Perceval-Verde	Oral-gestural, writing, audio, audiovisual and… digital? The five degrees of communication in education	3	5	8	Q1	81%
25/129	2008	Rodríguez-Vázquez	TV and elderly people: educating or mis-educating?	4	3	7	Q1	80%
26/129	2008	Loscertales-Abril	Cartoon movies at home: animation films and TV	4	3	7	Q1	79%
27/129	2008	Camps-Cervera	Anything goes? Towards an ethical look in the mass media	3	4	7	Q1	78%
28/129	2008	Marcellán-Baraze	Mass media educative value: social correlations	3	4	7	Q1	78%
29/129	2008	Bustamante-Bohórquez	Towards a democratic education of the look	4	2	6	Q1	77%
30/129	2008	Ruiz-San-Román	TV channels social responsibility: self-regulation on TV contents during special protected schedule	3	3	6	Q1	76%
31/129	2008	Sánchez-Carrero	«Infant television newscast»: learning resource in TV	3	3	6	Q1	75%
32/129	2008	Aguaded	University television and public service	3	3	6	Q1	74%
33/129	2008	Abellán-Fabrés	Community dimension of media literacy	3	3	6	Q2	74%
34/129	2008	Loscertales-Abril	Watching movies at home: an overview to family socialization	3	3	6	Q2	73%
35/129	2008	Martínez-Fresneda-Osorio	Journalistic design, the critic reading key of the press	2	4	6	Q2	72%
36/129	2008	Gómez-Aguilar	Education in mobility	1	5	6	Q2	71%
37/129	2008	Marín-Montín	Teaching sport with TV	3	2	5	Q2	71%
38/129	2008	Lull	The active pleasures of expression and communication	3	2	5	Q2	70%
39/129	2008	de-Oliveira-Soares	The right to the screen: from media education to educommunication in Brazil	3	2	5	Q2	69%
40/129	2008	Vergara-del-Solar	TV in the daily life of children: the case of Santiago de Chile	3	2	5	Q2	68%
41/129	2008	Revuelta-Blanco	Image Pedagogy: TV advertisement critical reading	2	3	5	Q2	68%
42/129	2008	Callejo-Gallego	The right to access to the media: methodological reflections	2	3	5	Q2	67%
43/129	2008	Medrano-Samaniego	Are there social stereotypes in teenagers´ viewing habits?	2	3	5	Q2	66%
44/129	2008	Martín-Barbero	The explosion of narratives and the multiplication of readings	0	5	5	Q2	65%
45/129	2008	Guerra-Liaño	The TV: an educational tool in the context of the family	2	2	4	Q2	64%
46/129	2008	Ubreva-Amor	Image as a daily learning opportunity	2	2	4	Q2	64%
47/129	2008	de-Souza	The use of digital video in class: a pedagogical proposition	2	2	4	Q2	63%
48/129	2008	Maeso-Rubio	TV and education in values	1	3	4	Q2	62%
49/129	2008	Gutiérrez-Martín	Media education in the digital age	1	3	4	Q2	61%
50/129	2008	Granado-Palma	Another audio-visual education	1	3	4	Q2	61%
51/129	2008	Matos	Watching TV with family	1	3	4	Q2	60%
52/129	2008	de-Pablos-Coello	‘Communicative Frenzy’ as disinformation	1	3	4	Q2	59%
53/129	2008	López-de-la-Roche	Do young audiences learn from media?	3	0	3	Q2	58%
54/129	2008	Daolio	Viewing comprehension: an educational experience interpreting television sports from Brazil	2	1	3	Q2	58%
55/129	2008	López-Romero	A descriptive study of TV consumption in children in Primary and High schools	2	1	3	Q2	57%
56/129	2008	Herrera-Damas	The newsombudsman as an instrument for media education	1	2	3	Q2	56%
57/129	2008	Luna	Audiovisual education to promote multiple competences	1	2	3	Q2	55%
58/129	2008	Rosique-Cedillo	The TV viewers associations facing the audiovisual communication challenge	1	2	3	Q2	54%
59/129	2008	González-Oñate	«Cuatro»: the new strategy of television trademark to connect with young people	0	3	3	Q2	54%
60/129	2008	Aguaded		2	0	2	Q2	53%
61/129	2008	Orozco-Gómez	Audiences and screens in America	1	1	2	Q2	52%
62/129	2008	Sánchez-Igual	Education is in the hands of four actors: parents, teachers, children and TV	1	1	2	Q2	51%
63/129	2008	Torres-Lana	The deceitful sight: audiovisual dictatorship and democratic counterpower	1	1	2	Q2	51%
64/129	2008	Rodríguez-Fuentes	Watching TV with visual impaired children	1	1	2	Q2	50%
65/129	2008	Moreno-García	Values education in childhood TV programmes	1	1	2	Q3	49%
66/129	2008	Grupo-Spectus	Creative analysis of publicity in virtual environments	1	1	2	Q3	48%
67/129	2008	Hidalgo-Rodríguez	Aesthetic education in television animation	0	2	2	Q3	48%
68/129	2008	Berlanga-Fernández	Informative programmes related to the mystery journalism: rubbish TV or informative rigour?	0	2	2	Q3	47%
69/129	2008	Chacón-Gordillo	The use of women as sex objects in advertising	0	2	2	Q3	46%
70/129	2008	Aguaded		1	0	1	Q3	45%
71/129	2008	Gordillo-Álvarez	TV and strategies to promote consumption among young girls	1	0	1	Q3	45%
72/129	2008	Aguilar-González	Transverse readings: how to build critical audiences	1	0	1	Q3	44%
73/129	2008	Soto-Romero	Educating the sight and the audiovisual writing	1	0	1	Q3	43%
74/129	2008	Reia-Baptista	Who sees what? Contributions for an open debate about television in the context of media literacy	1	0	1	Q3	42%
75/129	2008	Clarembeaux	The critical education of young people about TV: countries in northern and central Europe	1	0	1	Q3	41%
76/129	2008	Fernández-Baena	Educational TV and teachers: an impossible relationship?	0	1	1	Q3	41%
77/129	2008	de-Oliveira-Soares	The right to screens: from media education to educommunication in Brazil	0	1	1	Q3	40%
78/129	2008	Rodríguez-Mateos	The consumption of television: a big show	0	1	1	Q3	39%
79/129	2008	Jacks	Reception studies and cultural identity	0	1	1	Q3	38%
80/129	2008	Azaústre-Serrano	Learn to observe: «The Boarding School», a proposal for developing critical thinking	0	1	1	Q3	38%
81/129	2008	Borges	Portuguese RTP2 and the promotion of media education	0	1	1	Q3	37%
82/129	2008	Roel-Vecino	TV, contents and childhood: keys to teach TV watching	0	0	0	Q3	36%
83/129	2008	Rius-Sanchis	The «TV baby sitter» phenomenon as a modern cathodic «Super-nanny»	0	0	0	Q3	35%
84/129	2008	Pereira	Backstage of TV for children: criteria underlying programming construction	0	0	0	Q3	35%
85/129	2008	Lamuedra-Graván	How to educate the gaze and manufacture the news: the citizen in the BBC broadcast information	0	0	0	Q3	34%
86/129	2008	Vera-Aranda	Teaching to watch television with a critical spirit	0	0	0	Q3	33%
87/129	2008	Rivoltella	TV and children in Italy: experiences on teaching television	0	0	0	Q3	32%
88/129	2008	Díaz-Gómez	Hypermedia project: TV magnifying glass	0	0	0	Q3	31%
89/129	2008	de-Oliveira-Souza	Chalk, camera, action: an experiment in reading and production of the image for teachers´ training	0	0	0	Q3	31%
90/129	2008	Peralta-Ferreyra	TV: responsibility in socialization	0	0	0	Q3	30%
91/129	2008	Cabrera-González	Television consumption and profiles of the hearings: a customized way to watch TV	0	0	0	Q3	29%
92/129	2008	Ruiz-Trujillo	Educative TV or TV-sitter?: attitudes towards the current TV	0	0	0	Q3	28%
93/129	2008	Maturana	Television literacy at the «kindergarden»	0	0	0	Q3	28%
94/129	2008	Novelli-Osorio	Television of proximity and audiovisual literacy	0	0	0	Q3	27%
95/129	2008	Martínez-González	TV and reality: a proposal for teachers´ training	0	0	0	Q3	26%
96/129	2008	Masegosa-Hernández	Information on TV: youngsters should also be taken into account	0	0	0	Q3	25%
97/129	2008	Martínez-Rodrigo	The impact of the screen codes	0	0	0	Q4	25%
98/129	2008	Romero-Carmona	The reception of soap operas and the genre perspective	0	0	0	Q4	24%
99/129	2008	Jiménez-Palacio	Pass in language, maths... and TV	0	0	0	Q4	23%
100/129	2008	Barbosa-da-Silva	Child-school-TV and their relationship in the readings of the world	0	0	0	Q4	22%
101/129	2008	Fernández-Martínez	Apocalyptics: means and ends	0	0	0	Q4	21%
102/129	2008	Mariana-Fernández	Why teaching to watch TV?	0	0	0	Q4	21%
103/129	2008	Saavedra-Inaraja	Teaching to watch TV as part of «Education for the Citizenship»	0	0	0	Q4	20%
104/129	2008	Aguaded-Gómez	The family and the children’s consumption of television: orientations and proposals	0	0	0	Q4	19%
105/129	2008	Nunes	TV online: different ways to watch and interpret	0	0	0	Q4	18%
106/129	2008	Hernández-Díaz	Methodological proposal to educate in mediations	0	0	0	Q4	18%
107/129	2008	Marín-Díaz	TV and family: working together for the education?	0	0	0	Q4	17%
108/129	2008	Pavón-Rabasco	Teaching to watch family from the school and the family	0	0	0	Q4	16%
109/129	2008	Monescillo-Palomo	Psychopedagogic orientation for learning and teaching to watch TV	0	0	0	Q4	15%
110/129	2008	Pulido-Rodríguez	Educating our ways of viewing through the dialogue	0	0	0	Q4	15%
111/129	2008	Méndez-Garrido	Teaching to watch TV is our business	0	0	0	Q4	14%
112/129	2008	Boza-Osuna	Teaching how to watch TV, an outstanding subject	0	0	0	Q4	13%
113/129	2008	Martínez-Salanova-Sánchez	The yellow press	0	0	0	Q4	12%
114/129	2008	Funes	Intelligent audiences: a possible challenge	0	0	0	Q4	12%
115/129	2008	Alvarado-Miquilena	Learning to watch TV: from virtual to specialization in the creative use of TV	0	0	0	Q4	11%
116/129	2008	Vicente-Mariño	Screens’ societies: potentialities and limits for media education	0	0	0	Q4	10%
117/129	2008	Quintão-Carneiro	Readings of TV from teenagers storyboards	0	0	0	Q4	9%
118/129	2008	Moreno-Rodríguez	Spain: bottom of the league regarding quality TV	0	0	0	Q4	8%
119/129	2008	Reigosa-York	Relations between school and TV: making visible the invisible	0	0	0	Q4	8%
120/129	2008	Linde-Navas	TV as an instrument of moral education for democratic citizenship	0	0	0	Q4	7%
121/129	2008	Bacher	School and TV: love and mistrust in a liquid environment	0	0	0	Q4	6%
122/129	2008	Cruz-Díaz	Social and educational features in children´s TV programming: «La Banda» at the Radio and Television of Andalucía	0	0	0	Q4	5%
123/129	2008	Olascoaga	Formation of the critical consciousness regarding mass media in Uruguay	0	0	0	Q4	5%
124/129	2008	Bevort	Education on TV in France	0	0	0	Q4	4%
125/129	2008	Huergo	The formative relevance of screens	0	0	0	Q4	3%
126/129	2008	Torrent	Commercialized childhood	0	0	0	Q4	2%
127/129	2008	Vicente-Encinas	TV is our business	0	0	0	Q4	2%
128/129	2008	González-Sánchez	Screens we see, societies we unknow	0	0	0	Q4	1%
129/129	2008	Comín-Oliver	TV is not Mary Poppins	0	0	0	Q4	1%

2007

Data update: 2020-09-24

POS	PUB	Author	Global ranking on official Web of Science and Scopus citations	WOS Cites	Scopus Cites	Total	Article Quartil	Article Percentil
1/31	2007	Ferrés	Competence in media studies: its dimensions and indicators	75	0	75	Q1	96%
2/31	2007	Galán-Fajardo	Gender construction and spanish fiction TV	37	0	37	Q1	93%
3/31	2007	Barranquero-Carretero	Concept, instruments and challenges of media education for social change	21	0	21	Q1	89%
4/31	2007	Cabero-Almenara	Technology changed scene or Pygmalion came true	14	0	14	Q1	86%
5/31	2007	Gómez-Camacho	Spanish spelling and electronic writing	14	0	14	Q1	83%
6/31	2007	Marzal-Felici	Film analysis in multiscreen era	10	0	10	Q1	80%
7/31	2007	Ezeiza-Ramos	On-line tutoring at university: a proposal for the sequencing of electronic tools	9	0	9	Q1	77%
8/31	2007	Espinar-Ruiz	Gender stereotypes in audiovisual products for children	9	0	9	Q2	73%
9/31	2007	Zunzunegui-Díez	The state of things: two or three things I know about film analysis	7	0	7	Q2	70%
10/31	2007	Ramos-Serrano	Strategies of telephone companies in Spain	7	0	7	Q2	67%
11/31	2007	Rivoltella	Italian media educational situation and challenges for the next future	7	0	7	Q2	64%
12/31	2007	Ferrer-López	Content analysis about toy’s advertisment during Christmas campaign	7	0	7	Q2	61%
13/31	2007	Lamuedra-Graván	Media students, professional placements, University and the learning challenge	6	0	6	Q2	57%
14/31	2007	Palao-Errando	Sequential literacy: the teaching of cinema in the age of audio-visual speech	5	0	5	Q2	54%
15/31	2007	Reia-Baptista	Towards a media literacy: examples of the Portuguese speaking context	4	0	4	Q2	51%
16/31	2007	Calvo-Salvador	Social exclusion and technology	4	0	4	Q3	48%
17/31	2007	Rodríguez-Merchán	Cinema teaching in Spain. A historical perspective and a contemporary view	4	0	4	Q3	45%
18/31	2007	Gabelas-Barroso	A view of media education in Spain	4	0	4	Q3	42%
19/31	2007	Moro-Rodríguez	Values education through television advertising	3	0	3	Q3	38%
20/31	2007	Palacio-Arranz	Cultural Studies and film in Spain	3	0	3	Q3	35%
21/31	2007	Krucsay	Media education in Austria: competence, communication, autonomy	3	0	3	Q3	32%
22/31	2007	Bazalgette	Media education in the UK	2	0	2	Q3	29%
23/31	2007	Bevort	Media education in France: a hard consolidation with good prospects	2	0	2	Q3	26%
24/31	2007	Gómez-Tarín	Cinematographic narrative and education for cinema	2	0	2	Q4	22%
25/31	2007	Llorente-Cejudo	Towards e-learning from free software. Moodle like a Learning Managament System (LMS) within reach of all	1	0	1	Q4	19%
26/31	2007	Ruano-López	Culture and television. A controversial relation	1	0	1	Q4	16%
27/31	2007	Kickert	Media education in Luxembourg	1	0	1	Q4	13%
28/31	2007	Clarembeaux	Media education in the French Community of Belgium	1	0	1	Q4	10%
29/31	2007	Álvarez-Suárez	Newspapers as a didactic resource for the environmental education	1	0	1	Q4	6%
30/31	2007	Raposo-Rivas	Didactic use of web page pertaining to department in Secondary Schools	1	0	1	Q4	3%
31/31	2007	Ginesta-Portet	Values in sport: a pedagogical experience with the football match Barça-Madrid	1	0	1	Q4	1%

Comunicar杂志

传播与教育科学杂志

https://doi.org/10.58262/comunicar

e-ISSN: 1988-3293 · ISSN: 1134-3478

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