| Instrumental genesis in technology-mediated learning: From double stimulation to expansive knowledge practices G Ritella, K Hakkarainen International Journal of Computer-Supported Collaborative Learning 7, 239-258, 2012 | 149 | 2012 |
| The collaborative construction of chronotopes during computer-supported collaborative professional tasks MB Ligorio, G Ritella International Journal of Computer-Supported Collaborative Learning 5, 433-452, 2010 | 54 | 2010 |
| Using chronotope to research the space-time relations of learning and education: Dimensions of the unit of analysis G Ritella, A Rajala, P Renshaw Learning, Culture and Social Interaction 31, 100381, 2021 | 53 | 2021 |
| Investigating chronotopes to advance a dialogical theory of collaborative sensemaking G Ritella, MB Ligorio Culture & Psychology 22 (2), 216-231, 2016 | 36 | 2016 |
| Theorizing space-time relations in education: The concept of chronotope G Ritella, MB Ligorio, K Hakkarainen Frontline Learning Research 4 (4), 48-55, 2016 | 32 | 2016 |
| Students’ self-organization of the learning environment during a blended knowledge creation course G Ritella, FF Loperfido Education Sciences 11 (10), 580, 2021 | 18 | 2021 |
| Personal and Family Correlates to Happiness amongst Italian Children and Pre-Adolescents. V Verrastro, G Ritella, V Saladino, J Pistella, R Baiocco, L Fontanesi International Journal of Emotional Education 12 (1), 48-64, 2020 | 18 | 2020 |
| The role of context in a collaborative problem-solving task during professional development G Ritella, MB Ligorio, K Hakkarainen Technology, Pedagogy and Education 25 (3), 395-412, 2016 | 18 | 2016 |
| Developing Codebooks as a New Tool to Analyze Students' ePortfolios. MA Impedovo, G Ritella, MB Ligorio International Journal of ePortfolio 3 (2), 161-176, 2013 | 18 | 2013 |
| Formazione insegnanti" aumentata": integrazione di metodologie e tecnologie al servizio di una didattica socio-costruttivista N Sansone, G Ritella Qwerty 15 (1), 70-88, 2020 | 15 | 2020 |
| Distance learning in Higher Education during the first pandemic lockdown: The point of view of students with special educational needs F Silletti, G Ritella, B Iacobellis, C Semeraro, E Episcopo, R Cassibba, ... QWERTY-Interdisciplinary Journal of Technology, Culture and Education 16 (2 …, 2021 | 13 | 2021 |
| The street lamp paradox: Analysing students’ evaluation of teaching through qualitative and quantitative approaches PMM Ghislandi, JE Raffaghelli, A Sangrà, G Ritella Journal of Educational Cultural and Psychological Studies, 2020, 21, 2020 | 13 | 2020 |
| Interconnections between the discursive framing of space-time and the interpretation of a collaborative task G Ritella, MB Ligorio, K Hakkarainen Learning, culture and social interaction 20, 45-57, 2019 | 13 | 2019 |
| COVID-19: Turning a huge challenge into an opportunity G Ritella, N Sansone QWERTY-Interdisciplinary Journal of Technology, Culture and Education 15 (1 …, 2020 | 12 | 2020 |
| Empathy, social self-efficacy, problematic internet use, and problematic online gaming between early and late adolescence V Verrastro, CA Albanese, G Ritella, MC Gugliandolo, F Cuzzocrea Cyberpsychology, Behavior, and Social Networking 24 (12), 806-814, 2021 | 10 | 2021 |
| Dialogical approaches to learning: from theory to practice and back G Ritella, B Ligorio Learning, culture and social interaction 20, 1-3, 2019 | 9 | 2019 |
| Chronotope: an investigation of the spatial and temporal organization in technology-mediated collaborative learning G Ritella Helsinki Studies in Education 22, 2018 | 9 | 2018 |
| Transforming the space-time of learning through interactive whiteboards: the case of a knowledge creation collaborative task G Ritella, N Sansone Qwerty 15, 2020 | 8 | 2020 |
| Data-driven modeling of engagement analytics for quality blended learning N Yang, P Ghislandi, J Raffaghelli, G Ritella Journal of e-Learning and Knowledge Society 15 (3), 211-225, 2019 | 8* | 2019 |
| Epistemic mediation, chronotope, and expansive knowledge practices K Hakkarainen, G Ritella, P Seitamaa-Hakkarainen International Society of the Learning Sciences, 2011 | 7 | 2011 |
