| Full immersive virtual environment CAVETM in chemistry education M Limniou, D Roberts, N Papadopoulos Computers & Education 51 (2), 584-593, 2008 | 358 | 2008 |
| Teachers’ and students’ perspectives on teaching and learning through virtual learning environments M Limniou, M Smith European Journal of Engineering Education 35 (6), 645-653, 2010 | 149 | 2010 |
| Learning, student digital capabilities and academic performance over the COVID-19 pandemic M Limniou, T Varga-Atkins, C Hands, M Elshamaa Education Sciences 11 (7), 361, 2021 | 111 | 2021 |
| Traditional and flipped classroom approaches delivered by two different teachers: the student perspective M Limniou, I Schermbrucker, M Lyons Education and Information Technologies 23, 797-817, 2018 | 111 | 2018 |
| Integration of simulation into pre-laboratory chemical course: Computer cluster versus WebCT M Limniou, N Papadopoulos, C Whitehead Computers & Education 52 (1), 45-52, 2009 | 80 | 2009 |
| The integration of a viscosity simulator in a chemistry laboratory M Limniou, N Papadopoulos, A Giannakoudakis, D Roberts, O Otto Chemistry Education Research and Practice 8 (2), 220-231, 2007 | 66 | 2007 |
| Student-teacher interaction in online learning environments RD Wright IGI Global, 2014 | 46 | 2014 |
| Online general pre-laboratory training course for facilitating first year chemical laboratory use M Limniou, C Whitehead Cypriot Journal of Educational Sciences 5 (1), 39-55, 2010 | 35 | 2010 |
| Collaborative learning: Methodology, types of interactions and techniques E Luzzatto, G DiMarco (No Title), 2010 | 34 | 2010 |
| The effect of digital device usage on student academic performance: A case study M Limniou Education Sciences 11 (3), 121, 2021 | 29 | 2021 |
| Differences between Facebook and Instagram usage in regard to problematic use and well-being M Limniou, Y Ascroft, S McLean Journal of technology in behavioral science, 1-10, 2021 | 26 | 2021 |
| Student engagement, learning environments and the COVID-19 pandemic: A comparison between psychology and engineering undergraduate students in the UK M Limniou, N Sedghi, D Kumari, E Drousiotis Education Sciences 12 (10), 671, 2022 | 23 | 2022 |
| The role of feedback in e-assessments for engineering education M Limniou, M Smith Education and Information Technologies 19, 209-225, 2014 | 23 | 2014 |
| Disrupting the disruption: A digital learning HeXie ecology model N Li, H Huijser, Y Xi, M Limniou, X Zhang, MYCA Kek Education Sciences 12 (2), 63, 2022 | 22 | 2022 |
| Is fitspiration the healthy internet trend it claims to be? A British students’ case study M Limniou, C Mahoney, M Knox International Journal of Environmental Research and Public Health 18 (4), 1837, 2021 | 20 | 2021 |
| A country’s national culture affects virtual learning environment adoption in higher education: A systematic review (2001–2020) N Li, X Zhang, M Limniou Interactive Learning Environments 31 (7), 4407-4425, 2023 | 18 | 2023 |
| Comparisons between three disciplines regarding device usage in a lecture theatre, academic performance and learning M Limniou, D Duret, C Hands Higher Education Pedagogies 5 (1), 132-147, 2020 | 18 | 2020 |
| An integrated lecture, virtual instrumentation lab approach to teaching UV-Vis spectroscopy M Limniou, N Papadopoulos, D Roberts Education and Information Technologies 12, 229-244, 2007 | 18 | 2007 |
| The big five, learning goals, exam preparedness, and preference for flipped classroom teaching: Evidence from a large psychology undergraduate cohort M Lyons, M Limniou, I Schermbrucker, C Hands, JJ Downes Psychology Learning & Teaching 16 (1), 36-46, 2017 | 15 | 2017 |
| Students’ views for a research-intensive school curriculum in psychology: research-teaching nexus M Limniou, R Mansfield, C Petichakis Creative Education 10 (04), 796-813, 2019 | 11 | 2019 |
