Forensic Sciences Research

forensic science research journal

Subject Area and Category

  • Biochemistry, Genetics and Molecular Biology (miscellaneous)
  • Analytical Chemistry
  • Physical and Theoretical Chemistry
  • Pathology and Forensic Medicine
  • Psychiatry and Mental Health
  • Anthropology

Oxford University Press

Publication type

20961790, 24711411

Information

How to publish in this journal

[email protected]

forensic science research journal

The set of journals have been ranked according to their SJR and divided into four equal groups, four quartiles. Q1 (green) comprises the quarter of the journals with the highest values, Q2 (yellow) the second highest values, Q3 (orange) the third highest values and Q4 (red) the lowest values.

CategoryYearQuartile
Analytical Chemistry2019Q2
Analytical Chemistry2020Q2
Analytical Chemistry2021Q1
Analytical Chemistry2022Q1
Analytical Chemistry2023Q2
Anthropology2019Q1
Anthropology2020Q1
Anthropology2021Q1
Anthropology2022Q1
Anthropology2023Q1
Biochemistry, Genetics and Molecular Biology (miscellaneous)2019Q2
Biochemistry, Genetics and Molecular Biology (miscellaneous)2020Q2
Biochemistry, Genetics and Molecular Biology (miscellaneous)2021Q2
Biochemistry, Genetics and Molecular Biology (miscellaneous)2022Q2
Biochemistry, Genetics and Molecular Biology (miscellaneous)2023Q2
Pathology and Forensic Medicine2019Q3
Pathology and Forensic Medicine2020Q2
Pathology and Forensic Medicine2021Q1
Pathology and Forensic Medicine2022Q1
Pathology and Forensic Medicine2023Q2
Physical and Theoretical Chemistry2019Q2
Physical and Theoretical Chemistry2020Q2
Physical and Theoretical Chemistry2021Q1
Physical and Theoretical Chemistry2022Q1
Physical and Theoretical Chemistry2023Q2
Psychiatry and Mental Health2019Q2
Psychiatry and Mental Health2020Q2
Psychiatry and Mental Health2021Q2
Psychiatry and Mental Health2022Q2
Psychiatry and Mental Health2023Q3

The SJR is a size-independent prestige indicator that ranks journals by their 'average prestige per article'. It is based on the idea that 'all citations are not created equal'. SJR is a measure of scientific influence of journals that accounts for both the number of citations received by a journal and the importance or prestige of the journals where such citations come from It measures the scientific influence of the average article in a journal, it expresses how central to the global scientific discussion an average article of the journal is.

YearSJR
20190.487
20200.729
20210.894
20220.883
20230.572

Evolution of the number of published documents. All types of documents are considered, including citable and non citable documents.

YearDocuments
20169
201734
201836
201940
202044
202147
2022100
202340

This indicator counts the number of citations received by documents from a journal and divides them by the total number of documents published in that journal. The chart shows the evolution of the average number of times documents published in a journal in the past two, three and four years have been cited in the current year. The two years line is equivalent to journal impact factor ™ (Thomson Reuters) metric.

Cites per documentYearValue
Cites / Doc. (4 years)20160.000
Cites / Doc. (4 years)20171.000
Cites / Doc. (4 years)20180.558
Cites / Doc. (4 years)20191.544
Cites / Doc. (4 years)20202.916
Cites / Doc. (4 years)20213.597
Cites / Doc. (4 years)20223.216
Cites / Doc. (4 years)20232.619
Cites / Doc. (3 years)20160.000
Cites / Doc. (3 years)20171.000
Cites / Doc. (3 years)20180.558
Cites / Doc. (3 years)20191.544
Cites / Doc. (3 years)20202.845
Cites / Doc. (3 years)20213.942
Cites / Doc. (3 years)20223.351
Cites / Doc. (3 years)20231.890
Cites / Doc. (2 years)20160.000
Cites / Doc. (2 years)20171.000
Cites / Doc. (2 years)20180.558
Cites / Doc. (2 years)20191.486
Cites / Doc. (2 years)20202.803
Cites / Doc. (2 years)20214.488
Cites / Doc. (2 years)20222.165
Cites / Doc. (2 years)20231.483

Evolution of the total number of citations and journal's self-citations received by a journal's published documents during the three previous years. Journal Self-citation is defined as the number of citation from a journal citing article to articles published by the same journal.

CitesYearValue
Self Cites20160
Self Cites20171
Self Cites20180
Self Cites20194
Self Cites20207
Self Cites20218
Self Cites202230
Self Cites202322
Total Cites20160
Total Cites20179
Total Cites201824
Total Cites2019122
Total Cites2020313
Total Cites2021473
Total Cites2022439
Total Cites2023361

Evolution of the number of total citation per document and external citation per document (i.e. journal self-citations removed) received by a journal's published documents during the three previous years. External citations are calculated by subtracting the number of self-citations from the total number of citations received by the journal’s documents.

CitesYearValue
External Cites per document20160
External Cites per document20170.889
External Cites per document20180.558
External Cites per document20191.494
External Cites per document20202.782
External Cites per document20213.875
External Cites per document20223.122
External Cites per document20231.775
Cites per document20160.000
Cites per document20171.000
Cites per document20180.558
Cites per document20191.544
Cites per document20202.845
Cites per document20213.942
Cites per document20223.351
Cites per document20231.890

International Collaboration accounts for the articles that have been produced by researchers from several countries. The chart shows the ratio of a journal's documents signed by researchers from more than one country; that is including more than one country address.

YearInternational Collaboration
201644.44
20178.82
201813.89
201917.50
202015.91
202117.02
202222.00
202325.00

Not every article in a journal is considered primary research and therefore "citable", this chart shows the ratio of a journal's articles including substantial research (research articles, conference papers and reviews) in three year windows vs. those documents other than research articles, reviews and conference papers.

DocumentsYearValue
Non-citable documents20160
Non-citable documents20171
Non-citable documents20185
Non-citable documents20199
Non-citable documents202013
Non-citable documents202112
Non-citable documents202214
Non-citable documents202313
Citable documents20160
Citable documents20178
Citable documents201838
Citable documents201970
Citable documents202097
Citable documents2021108
Citable documents2022117
Citable documents2023178

Ratio of a journal's items, grouped in three years windows, that have been cited at least once vs. those not cited during the following year.

DocumentsYearValue
Uncited documents20160
Uncited documents20176
Uncited documents201829
Uncited documents201933
Uncited documents202026
Uncited documents202124
Uncited documents202246
Uncited documents202372
Cited documents20160
Cited documents20173
Cited documents201814
Cited documents201946
Cited documents202084
Cited documents202196
Cited documents202285
Cited documents2023119

Evolution of the percentage of female authors.

YearFemale Percent
201631.03
201741.32
201840.00
201952.00
202043.75
202139.52
202244.71
202339.15

Evolution of the number of documents cited by public policy documents according to Overton database.

DocumentsYearValue
Overton20162
Overton20172
Overton20184
Overton201911
Overton20202
Overton20211
Overton20223
Overton20230

Evoution of the number of documents related to Sustainable Development Goals defined by United Nations. Available from 2018 onwards.

DocumentsYearValue
SDG20184
SDG201910
SDG202021
SDG202117
SDG202225
SDG20237

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Journal of Forensic Science and Research | ISSN: 2575-0186

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  • Pubmed NLM Abbr: J Forensic Sci Res
  • Website: www.forensicscijournal.com
  • E-ISSN: 2575-0186
  • Current Issue: Volume-7 | Issue-1
  • Category: Biology Group
  • Issue Regularity: Yearly
  • Review Process type: Double Blind
  • Publication fee: Visit here
  • Plagiarism checker: iThenticate
  • Managing entity: USA
  • Editor-in-Chief: Alessandro Bonsignore, Italy Steven A. Koehler, United States
  • Language: English
  • Ability to collect research papers: Worldwide
  • IndexCopernicus ICV: 85.92
  • Archiving: Portico
  • Organized by: Heighten Science Publications Inc.

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Alessandro Bonsignore

Alessandro Bonsignore

University of Genoa, Italy.

Steven A. Koehler

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University of Pittsburgh Graduate School of Public Health, United States.

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Karl Wah-Keung Tsim

  • Huazhong University of Science and Technology, Hong Kong

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Erika Limoncin

  • University Tor Vergata, Rome, Italy

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  • ANanjing University of Science and Technology, China

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Oliver Ludwig

  • Saarland University, Germany

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Caroline Everington

  • Retired University Professor, United States

niccolò-norberti

Niccolò Norberti

  • University of Florence, Italy

forensic science research journal

GIOVANNI LUCA GRAVINA

  • University of L’Aquila, Italy

thiagarajan-venkatesan

Thiagarajan Venkatesan

  • Nova Southeastern University, United States

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Archives of Vascular Medicine is one of the top class journal for vascular medicine with highly interesting topics. You did a professional and great Job!

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forensic science research journal

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Linking ISSN (ISSN-L): 2575-0186

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Title proper: Journal of forensic science and research.

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Country: United States

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2017

2022

28/04/2024

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2024 NIJ Forensic Science Graduate Research Symposium

This symposium provides a platform for undergraduate students, graduate students, and early career scientists to present their research to a broad audience. The FTCOE is grateful for all the universities, faculty, and students who took the time to prepare oral presentations for this year’s event. The FTCOE recognizes your hard work and is convening this virtual event to celebrate and learn from your research. 

This virtual symposium will include two, one-hour sessions, each featuring three, 15-minute oral presentations followed by a live question and answer session.

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Virtual reality immersive simulations for a forensic molecular biology course—a quantitative comparative study.

forensic science research journal

1. Introduction

2. materials and methods, 2.1. vr simulation design and development, 2.2. forensic molecular biology vr prototype, 2.3. simulation scenario and activities.

  • Identify forensic evidence (blood samples) in a crime scene.
  • Propose and apply appropriate evidence collection methods.
  • Handle effectively genomic DNA from the collected human bloodstains.
  • Perform diagnostic DNA profiling and analyzing tests using laboratory equipment.
  • Interpret diagnostic DNA analysis test results accurately.
  • Moreover, students will be able to develop the following transversal skills:
  • Ability to analyze and solve problems.
  • Ability to communicate and cooperate in professional settings.

2.4. Evaluation of the VR Forensic Module

3.1. data analysis, 3.2. findings, 3.2.1. demographics, 3.2.2. impact of instructional modalities on learners’ perceptions, 3.2.3. factors influencing learners’ attitude toward vr-based simulations, 4. discussion and conclusions, 5. limitations and future work recommendations, supplementary materials, author contributions, institutional review board statement, informed consent statement, data availability statement, acknowledgments, conflicts of interest, appendix a. data collection instrument.

Instructional Group1. In which format was your training course delivered?Dichotomous1: Face-to-Face, 2: Online
Background informationPlease indicate your gender.Nominal1: Male, 2: Female, 3: Prefer not to answer
Background informationPlease indicate your age group.Ordinal1: 18–20 years old, 2: 21–23 years old, 3: 24 years old and above
Background informationHow would you rate your experience with computer-based games?Likert scale1: No experience, 2: Beginner, 3: Intermediate, 4: Advanced, 5: Expert
Background informationHow would you rate your experience with 3D virtual environments?Likert scale1: No experience, 2: Beginner, 3: Intermediate, 4: Advanced, 5: Expert
Perceived Quality of the Virtual EnvironmentQ1. How would you rate the content of the scenario in terms of relevance and accuracy?Likert scale1: Very Poor, 2: Poor, 3: Fair, 4: Good, 5: Excellent
Perceived Quality of the Virtual EnvironmentQ2. How would you rate the visual quality of the 3D objects in the scenario?Likert scale1: Very Poor, 2: Poor, 3: Fair, 4: Good, 5: Excellent
Perceived Quality of the Virtual EnvironmentQ3. How would you rate the smoothness and realism of the animations in the scenario?Likert scale1: Very Poor, 2: Poor, 3: Fair, 4: Good, 5: Excellent
Perceived Quality of the Virtual EnvironmentQ4. How would you rate the overall quality of the learning materials in the scenario?Likert scale1: Very Poor, 2: Poor, 3: Fair, 4: Good, 5: Excellent
Perceived Quality of the Virtual EnvironmentQ5. How would you rate the clarity and readability of the texts in the scenario?Likert scale1: Very Poor, 2: Poor, 3: Fair, 4: Good, 5: Excellent
Perceived Quality of the Virtual EnvironmentQ6. To what extent did your activities in the 3D virtual environment help you understand the presented topics?Likert scale1: Not at all, 2: Very little, 3: Somewhat, 4: To a great extent
Perceived Quality of the Virtual EnvironmentQ7. Do you feel that this tool positively impacted your learning by helping you develop new transversal skills such as collaboration and problem-solving?Likert scale1: No, not really, 2: Neutral, 3: Yes, definitely
Perceived Quality of the Virtual EnvironmentQ8. What is your overall impression of learning in a 3D virtual environment?Likert scale1: Very negative, 2: Negative, 3: Neutral, 4: Positive, 5: Very positive
Perceived Quality of the Virtual EnvironmentQ9. How would you rate your overall immersive learning experience in the virtual environment?Likert scale1: Very uninteresting, 2: Uninteresting, 3: Neutral, 4: Interesting, 5: Very interesting
Adoption PerceptionQ10. To what extent do you believe teacher’s presence is necessary when undertaking learning activities in a virtual environment?Likert scale1: Not necessary at all, 2: Somewhat necessary, 3: Absolutely necessary
Adoption PerceptionQ11. Would you consider using a similar educational 3D Virtual Environment for future training?Likert scale1: No, not really, 2: Maybe, 3: Yes, definitely
Adoption PerceptionQ12. How likely are you to recommend this learning approach to other students?Likert scale1: Not likely at all, 2: Somewhat likely, 3: Very likely
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Click here to enlarge figure

ItemFactor 1 *Factor 2
Q1. How would you rate the content of the scenario in terms of relevance and accuracy?−0.64−0.07
Q2. How would you rate the visual quality of the 3D objects in the scenario?−0.55−0.33
Q3. How would you rate the smoothness and realism of the animations in the scenario?−0.47−0.43
Q4. How would you rate the overall quality of the learning materials in the scenario?−0.59−0.16
Q5. How would you rate the clarity and readability of the texts in the scenario?−0.33−0.6
Q6. To what extent did your activities in the 3D virtual environment help you understand the presented topics?−0.670.29
Q7. Do you feel that this tool positively impacted your learning by helping you develop new transversal skills such as collaboration and problem-solving?−0.58−0.04
Q8. What is your overall impression of learning in a 3D virtual environment?−0.74−0.01
Q9. How would you rate your overall immersive learning experience in the virtual environment?−0.590.43
Q10. To what extent do you believe teacher’s presence is necessary when undertaking learning activities in a virtual environment?−0.23−0.11
Q11. Would you consider using a similar educational 3D Virtual Environment for future training?−0.530.33
Q12. How likely are you to recommend this learning approach to other students?−0.570.1
ItemFactor 1 *Factor 2
Q1. How would you rate the content of the scenario in terms of relevance and accuracy?0.85-
Q2. How would you rate the visual quality of the 3D objects in the scenario?0.78-
Q3. How would you rate the smoothness and realism of the animations in the scenario?0.75-
Q4. How would you rate the overall quality of the learning materials in the scenario?0.8-
Q5. How would you rate the clarity and readability of the texts in the scenario?0.68-
Q6. To what extent did your activities in the 3D virtual environment help you understand the presented topics?0.85-
Q7. Do you feel that this tool positively impact-ed your learning by helping you develop new transversal skills such as collaboration and problem-solving?0.8-
Q8. What is your overall impression of learning in a 3D virtual environment?0.9-
Q9. How would you rate your overall immersive learning experience in the virtual environment?0.82-
Q10. To what extent do you believe teacher’s presence is necessary when undertaking learning activities in a virtual environment?-0.72
Q11. Would you consider using a similar educational 3D Virtual Environment for future training?-0.8
Q12. How likely are you to recommend this learning approach to other students?-0.85
Group/CategoryFace-to-FaceOnline
nPercentnPercent
Gender
Males1460.871669.57
Females939.13730.43
Age group
18–20 years old834.781252.17
21–23 years old1252.17834.78
24 years old and above313.04313.04
Experience with computer-based games
No experience14.3500
Beginner28.700
Intermediate939.13313.04
Advanced834.781252.17
Expert313.04834.78
Experience with Virtual Reality
No experience28.700
Beginner521.741252.17
Intermediate1043.48417.39
Advanced521.74626.09
Expert14.3514.35
Group/CategoryFace-to-FaceOnline
MMedStd DevMinMaxMMedStd DevMinMax
Age group20.96211.97182420.65202.211824
Experience with computer-based games3.4330.99154.2240.6735
Experience with virtual 3D virtual environments2.9131152.8320.9825
Perceived Quality of the Virtual Environment3.353.450.85252.9530.8214
Adoption Perception2.52.670.67132.4330.6613
Face-to-FaceOnline
1.1 How would you rate of the content of the scenario?2.953.65
1.2 How would you rate the quality of the 3D objects?3.173.43
1.3 How would you rate the quality of the animations?3.213.21
1.4 How would you rate the quality of the learning material (in the scenario) in general?3.303.6
1.5 How would you rate the quality of the texts (in the scenario)?3.393.52
1.6 Did your activities in the virtual world help you comprehend the presented topics?2.733.39
1.7 Do you feel that this tool positively impacted your learning by helping you develop new transversal skills such as collaboration and problem-solving?2.392.56
1.8 What is your overall impression of having a class in TESLA virtual world?2.823.69
1.9 How interesting did you find your time in the virtual world?2.953.13
2.1 Is there a need of a real teacher to be present in the classroom when learning in the virtual world?2.432.47
2.2 Would you use a similar educational Virtual World in the future?2.342.43
2.3 Would you recommend this Virtual World to other students?2.522.6
Variableχ (Statistic)DFp
Gender0.09610.75
Age Group4.53320.6
Computer Game Experience9.07340.05
3D Virtual Environment Experience7.54540.11
VariableUZp
Q1. Content Relevance158.5−2.480.01 *
Q2. Visual Quality211.5−1.260.2
Q3. Animation Quality262−0.050.96
Q4. Material Quality198−1.640.1
Q5. Text Quality234.5−0.740.46
Q6. Topic Comprehension189.5−1.690.09
Q7. Transversal Skill Development225−0.980.32
Q8. Overall Impression165−2.330.02*
Q9. Interest Level243.5−0.50.62
Q10. Teacher Necessity244−0.50.61
Q11. Future Use252.5−0.280.77
Q12. Recommendation236.5−0.710.47
AgeExp. GamesExp. 3D Env.Content Rel.Visual Qual.Anim. Real.Learn. Mat. Qual.Text Clar.Comp.Skill Dev.Imp.ExperienceTeacher Pres.Future UseRecommend
Age1
Experience with Games−0.211
Experience with 3D Environments−0.180.16
Content Realism0.020.53 **−0.111
Visual Quality−0.080.31 *0.070.31 *1
Animation Realism−0.050.12−0.070.36 *0.30 *1
Learning Material Quality0.060.260.220.33 *0.47 **0.39 **1
Text Clarity00.15−0.20.33 *0.33 *0.44 **0.261
Comprehension−0.130.33 *−0.090.46 **0.30 *0.210.30 *0.131
Transversal Skill Dev.0.130.25−0.150.32 *0.270.37 *0.20.230.41 **1
Impression0.050.30 *−0.170.56 **0.53 **0.31 *0.44 **0.20.45 **0.49 **1
Immersive Learning Experience−0.040.27−0.130.50 **0.180.060.29 *−0.030.56 **0.220.51 **1
Teacher Pres.0.31 *0−0.050.170.38 **−0.020.39 **0.160.070.270.280.111
Future Use0.210.19−0.040.30 *0.180.140.27−0.030.44 **0.33 *0.36 *0.41 **0.30 *1
Recommend−0.050.22−0.090.170.270.170.42 **0.170.47 **0.45 **0.39 **0.260.150.43 **1
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Share and Cite

Ewais, A.; Mystakidis, S.; Khalilia, W.; Diab, S.; Christopoulos, A.; Khasib, S.; Yahya, B.; Hatzilygeroudis, I. Virtual Reality Immersive Simulations for a Forensic Molecular Biology Course—A Quantitative Comparative Study. Appl. Sci. 2024 , 14 , 7513. https://doi.org/10.3390/app14177513

Ewais A, Mystakidis S, Khalilia W, Diab S, Christopoulos A, Khasib S, Yahya B, Hatzilygeroudis I. Virtual Reality Immersive Simulations for a Forensic Molecular Biology Course—A Quantitative Comparative Study. Applied Sciences . 2024; 14(17):7513. https://doi.org/10.3390/app14177513

Ewais, Ahmed, Stylianos Mystakidis, Walid Khalilia, Shadi Diab, Athanasios Christopoulos, Said Khasib, Baha Yahya, and Ioannis Hatzilygeroudis. 2024. "Virtual Reality Immersive Simulations for a Forensic Molecular Biology Course—A Quantitative Comparative Study" Applied Sciences 14, no. 17: 7513. https://doi.org/10.3390/app14177513

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