Anna Foka | Humanities and Science Integration | Most Cited Article Award

Published on by Top Teachers

Most Cited Article Award

Anna Foka

Uppsala University, Sweden

Anna Foka
Affiliation Uppsala University
Country Sweden
Scopus ID 56610140500
Documents 38
Citations 415
h-index 11
Subject Area Humanities and Science Integration
Event Top Teachers Awards
ORCID 0000-0002-9949-616X
Google Scholar dq13rksAAAAJ

Anna Foka is Professor in Digital Humanities at Uppsala University, Sweden, and Director of the Centre for Digital Humanities and Social Sciences Uppsala. Her research integrates computational methods with cultural history, and her article on AI, cultural heritage, and bias has been recognised for outstanding citation impact [1].

Abstract

This article documents the recognition of Anna Foka, Professor in Digital Humanities at Uppsala University, whose co-authored paper on artificial intelligence, cultural heritage, and bias has been honoured with the Most Cited Article Award under the Top Teachers Awards programme [1]. The entry summarises her research profile, scholarly contributions, and citation record [2].

Keywords

  • Digital Humanities
  • Visualisations
  • Cultural History
  • Gender
  • Status

Introduction

Anna Foka holds a PhD from the University of Liverpool and has held positions at Umeå University and Uppsala University, where she now leads the Centre for Digital Humanities and Social Sciences [2]. Her work bridges classical studies, gender research, and computational analysis of heritage collections [3]. The awarded article examines bias in generative AI applied to cultural heritage [1].

Research Profile

Her Scopus record lists 38 documents, 415 citations, and an h-index of 11, while Google Scholar reports 100 documents, 1,119 citations, and an h-index of 17 [2] [3]. She has led externally funded projects including AI Futures of Culture and Memory and Quantifying Culture, supported by WASP-HS and the Swedish Research Council [4].

Research Contributions

  • Digital editions and semantic annotation of ancient travel texts, including the Periegesis tool [5].
  • Critical analysis of bias in generative AI for cultural heritage documentation [1].
  • Foundational work on historical game studies and digital historiography [5].
  • National research infrastructure leadership through HumInfra and DASH [4].

Publications

Key publications include Anna Foka and Griffin (2024) on AI, cultural heritage, and bias in Heritage [1]; Chapman, Foka, and Westin (2017) on historical game studies [5]; and Foka et al. (2025) on bias-mitigating practice in AI & Society [6].

Research Impact

The awarded article has attracted substantial citation attention within heritage science and AI ethics, reflecting growing scholarly interest in bias mitigation for cultural data [1] [6]. Her broader citation profile indicates sustained influence across digital humanities and historical game studies [3] [5].

Award Suitability

The Most Cited Article Award recognises the paper by Anna Foka and Griffin (2024) for its citation record and topical relevance to responsible AI in heritage institutions [1]. The award is administered under the Top Teachers Awards event, which documents teaching and research excellence [7].

Conclusion

Anna Foka’s recognition reflects a sustained contribution to digital humanities, cultural heritage computing, and critical AI studies [2] [4]. Her citation record and infrastructure leadership support the suitability of this award [1] [3].

References

  1. Foka, A., & Griffin, G. (2024). AI, cultural heritage, and bias: Some key queries that arise from the use of GenAI. Heritage, 7(11), 6125–6136.
    https://doi.org/10.3390/heritage7110287
  2. Elsevier. (n.d.). Scopus author details: Anna Foka, Author ID 56610140500. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=56610140500
  3. Google Scholar. (n.d.). Anna Foka: Citations and h-index profile. Google Scholar.
    https://scholar.google.com/citations?user=dq13rksAAAAJ&hl=en&oi=sra
  4. Foka, A. (2023). AI, authenticity and archives: Research project description. NetX/WASP.
    https://doi.org/10.3390/heritage7110287
  5. Chapman, A., Foka, A., & Westin, J. (2017). Introduction: What is historical game studies? Rethinking History, 21(3), 358–371.
    https://doi.org/10.1080/13642529.2016.1256638
  6. Foka, A., Griffin, G., Ortiz Pablo, D., Rajkowska, P., & Badri, S. (2025). Tracing the bias loop: AI, cultural heritage and bias-mitigating in practice. AI & Society, 40(8), 5835–5847.
    https://link.springer.com/article/10.1007/s00146-025-02349-z
  7. Top Teachers Awards. (n.d.). Most Cited Article Award: Event documentation. Top Teachers Network.
    https://topteachers.net

Miaomiao Ren | Humanities and Science Integration | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Miaomiao Ren
Chongqing Sanxia University of Science and Technology, China

Miaomiao Ren
Affiliation Chongqing Sanxia University of Science and Technology
Country China
Scopus ID 57201982431
Documents 4
Citations 15
h-index 2
Subject Area Humanities and Science Integration
Event Top Teachers Awards
ORCID 0000-0002-8678-1885

Miaomiao Ren is a lecturer and researcher affiliated with Chongqing Sanxia University of Science and Technology. Her academic work integrates artificial intelligence, educational assessment, digital transformation, and student development within contemporary higher education systems. With research experience spanning Henan Institute of Science and Technology, Chongqing Normal University, Yunnan Normal University, and Peking University, she has developed an interdisciplinary profile bridging science, education, and digital governance. Her scholarly contributions include research projects, publications, patents, software copyrights, and practical educational innovations that support the modernization of ideological and political education in China.[1][2]

Abstract

This article summarizes the academic profile, research achievements, and educational contributions of Miaomiao Ren. Her work focuses on the intersection of artificial intelligence, student development, educational assessment, and digital transformation. Through interdisciplinary research, project leadership, software development, scholarly publications, patents, and educational innovation, she has contributed to understanding how digital technologies influence learning behavior, educational governance, and institutional development. Her research outputs demonstrate sustained engagement with both theoretical and applied dimensions of educational modernization.[3][4][5]

Keywords

Artificial Intelligence; Student Development; Digital Education; Educational Assessment; Ideological and Political Education; Educational Technology; Learning Analytics; Digital Governance; Higher Education Management; Smart Education.

Introduction

The rapid integration of digital technologies into higher education has generated new opportunities and challenges for teaching, learning, governance, and student development. Miaomiao Ren’s research addresses these issues through an interdisciplinary framework that combines educational theory, artificial intelligence, management science, and empirical analysis. Her studies investigate technology acceptance, online learning behavior, educational management systems, and digital transformation processes, contributing to contemporary discussions on educational innovation and institutional modernization.[3][4]

Research Profile

Miaomiao Ren has led two Ministry of Education projects, two provincial or ministerial projects, three university-level projects, and one industry-supported project while serving as co-investigator in seven additional provincial or ministerial research initiatives. Four projects have been completed and four remain ongoing. Her scholarly output includes a monograph, journal articles indexed in SCI, EI, CSSCI (Extended), and Peking University Core journals, as well as patents and software copyrights that support educational innovation.

  • Research Projects Led: 8
  • Research Projects Participated In: 7 provincial/ministerial projects
  • Monographs Published: 1
  • Patents: 6
  • Software Copyrights: 11
  • ISBN Publication: 978-7-5593-9633-4
  • Professional Memberships: Smart Education Committee (Chongqing Society of Artificial Intelligence); China Computer Federation

Research Contributions

Miaomiao Ren’s contributions integrate theory, technology, and educational practice across multiple dimensions. From a subject-oriented perspective, she developed a management framework grounded in entropy and dissipative structure theory, demonstrating how open systems may sustain organizational vitality and adaptability.[4]

From an object-oriented perspective, her studies identified important determinants of student technology acceptance and online learning behavior, providing evidence-based guidance for curriculum design and digital learning implementation.[3][5]

From a medium-oriented perspective, she developed educational evaluation models and software systems that have been incorporated into student ideological and political management platforms. From an environmental perspective, her research addresses governance challenges associated with digital transformation, including data security, value alignment, and responsible technology integration within educational institutions.

Publications

Miaomiao Ren’s notable publications examine digital intelligence, online learning behavior, and higher education management. Her studies provide empirical evidence for technology-enhanced education and governance reforms, including research published in Humanities and Social Sciences Communications and the International Journal of Digital Multimedia Broadcasting.[3][5]

Research Impact

The research conducted by Miaomiao Ren demonstrates impact across scholarship, educational administration, and student development. Her studies contribute to the understanding of digital intelligence technologies and their influence on learning outcomes, while her educational management research provides theoretical foundations for institutional innovation. Participation in national and provincial research initiatives further reflects engagement with broader educational reform efforts and the application of research outcomes to practical teaching contexts.[3][4]

Award Suitability

Miaomiao Ren’s academic record aligns with the objectives of the Top Teachers Awards through demonstrated achievements in research, educational innovation, interdisciplinary scholarship, and student development. Her portfolio includes leadership of funded projects, publication of peer-reviewed research, development of educational technologies, intellectual property generation, and active participation in professional academic organizations. The integration of research findings into classroom practice and talent cultivation further illustrates the practical significance of her scholarly activities.

Conclusion

Miaomiao Ren represents an interdisciplinary scholar whose work connects artificial intelligence, educational assessment, digital governance, and student development. Through sustained research activity, project leadership, scholarly publication, and educational practice, she has contributed to the advancement of digital education and evidence-based educational reform. Her academic achievements and professional engagement provide a foundation for recognition within international educational and research award frameworks.

References

  1. Elsevier. (n.d.). Scopus author details: Miaomiao Ren, Author ID 57201982431. Scopus. https://www.scopus.com/pages/authors/57201982431
  2. ORCID. (n.d.). ORCID record for Miaomiao Ren. https://orcid.org/0000-0002-8678-1885
  3. Ren, M., & Sun, Y. (2026). How does digital intelligence technology influence college students’ online learning behavior? A hybrid analysis combining SEM and fsQCA. Humanities and Social Sciences Communications. https://www.nature.com/articles/s41599-026-07774-z
  4. Ren, M. (2023). Analysis of higher education management strategy based on entropy and dissipative structure theory. Applied Mathematics and Nonlinear Sciences.
  5. Ren, M., Ma, Y., Fan, W., Li, M., & Feng, Y. (2022). An empirical study on the behavioral intention of college students’ online ideological and political learning. International Journal of Digital Multimedia Broadcasting. DOI: https://doi.org/10.1155/2022/6349343