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All Journal Journal of Education and Learning (EduLearn) Journal of Mathematics Instruction, Social Research and Opinion
Gupta, Shikha
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Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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A Review of Unconventional Citation Metrics for Scientific Publications Gupta, Shikha; Wadhwa, Sakshi; Gupta, Samarth
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 3 (2025): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i3.409

Abstract

Citation metrics play a crucial role in evaluating the impact and significance of scientific publications within the research community. Among the widely recognised indicators are the journal impact factor and the h-index, the latter often used to evaluate and rank academic conferences. Despite the prominence of these metrics, many scholars remain unfamiliar with a range of alternative measures available for assessing scholarly output. This review examines various citation-based metrics employed to assess scientific publications. Although some of these metrics offer distinct advantages, they have not yet been widely adopted by journals, funding bodies, or researchers. This review aims to provide a detailed overview of lesser-known citation indicators and to support researchers in making more informed evaluations of academic influence and research quality.
Digital assessment: impact on student motivation, peer learning, group dynamics Tomar, Sarika; Arundhathi, Arundhathi; Gupta, Shikha; Sharma, Mansi
Journal of Education and Learning (EduLearn) Vol 18, No 1: February 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i1.21138

Abstract

As universities shifted to online education with the onset of the coronavirus disease 2019 (COVID-19) pandemic, both pedagogy and assessment patterns across disciplines underwent a change, with a shift towards collaborative digital assessments. In this context, using qualitative and quantitative methods for data collection from an assessment conducted for 55 students who worked in groups to create YouTube videos on pre-selected modules, our analysis reveals that this assessment tool had a significant impact on peer learning, motivation and group dynamics. Students were more motivated to learn and share their learning, and they could also successfully engage in recognising and addressing group dynamics, thereby cultivating more than just subject knowledge. This finding aligns with existing scholarship and the paper adds to research about pedagogy and assessment via digital education in the Indian context, which is still upcoming.
Co-Authors Arundhathi, Arundhathi Gupta, Samarth Sharma, Mansi Tomar, Sarika Wadhwa, Sakshi