Chin‐Chung Tsai
Impact in
- Developmental and Educational Psychology top 0.02%
- Innovative Teaching and Learning Methods
- Educational Strategies and Epistemologies
- Computer Science Applications top 0.01%
- Online Learning and Analytics
Papers in
- Education 307
- Online and Blended Learning 126
- Science Education and Pedagogy 83
- Education and Critical Thinking Development 72
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- Innovative Teaching and Learning Methods 173
- Educational Strategies and Epistemologies 138
- Co-authors
- Ching Sing Chai (39 shared papers)Jyh‐Chong Liang (76 shared papers)Gwo‐Jen Hwang (22 shared papers)Kun‐Hung Cheng (14 shared papers)Joyce Hwee Ling Koh (13 shared papers)Min‐Hsien Lee (26 shared papers)Ying‐Tien Wu (22 shared papers)Sunny S. J. Lin (11 shared papers)
In The Last Decade
Chin‐Chung Tsai
447 papers receiving 25.3k citations
Chin‐Chung Tsai's Hit Papers
Peers
Comparison fields: 5 of 199
- Developmental and Educational Psychology 9.9k
- Computer Science Applications 3.5k
- Education 15.8k
- Information Systems 6.4k
- Human-Computer Interaction 1.5k
Countries citing papers authored by Chin‐Chung Tsai
This map shows the geographic impact of Chin‐Chung Tsai's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Chin‐Chung Tsai with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Chin‐Chung Tsai more than expected).
Fields of papers citing papers by Chin‐Chung Tsai
This network shows the impact of papers produced by Chin‐Chung Tsai. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Chin‐Chung Tsai. The network helps show where Chin‐Chung Tsai may publish in the future.
Co-authors
The 25 scholars most cited alongside Chin‐Chung Tsai, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
Showing the 20 most-cited of 457 papers — load more, or switch the sort, to bring in the rest.
| # | Work | ||
|---|---|---|---|
| 1 | Affordances of Augmented Reality in Science Learning: Suggestions for Future Research Hit paper breakdown → | 2012 | 569 |
| 2 | Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web Hit paper breakdown → | 2008 | 456 |
| 3 | A review of technological pedagogical content knowledge Hit paper breakdown → | 2013 | 438 |
| 4 | A review of using eye-tracking technology in exploring learning from 2000 to 2012 Hit paper breakdown → | 2013 | 436 |
| 5 | Research trends in mobile and ubiquitous learning: a review of publications in selected journals from 2001 to 2010 Hit paper breakdown → | 2011 | 433 |
| 6 | Facilitating preservice teachers' development of technological, pedagogical, and content knowledge (TPACK) Hit paper breakdown → | 2010 | 402 |
| 7 | Criteria, Strategies and Research Issues of Context-Aware Ubiquitous Learning Hit paper breakdown → | 2008 | 400 |
| 8 | Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT) Hit paper breakdown → | 2011 | 362 |
| 9 | 2002 | 353 | |
| 10 | 2003 | 342 | |
| 11 | Challenges and Future Directions of Big Data and Artificial Intelligence in Education Hit paper breakdown → | 2020 | 324 |
| 12 | 2002 | 322 | |
| 13 | A context-aware ubiquitous learning environment for conducting complex science experiments Hit paper breakdown → | 2009 | 320 |
| 14 | A two-tier test approach to developing location-aware mobile learning systems for natural science courses Hit paper breakdown → | 2010 | 311 |
| 15 | The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL: A Meta-Analysis Hit paper breakdown → | 2018 | 306 |
| 16 | 2008 | 283 | |
| 17 | 2010 | 281 | |
| 18 | 2013 | 255 | |
| 19 | 2005 | 238 | |
| 20 | 2013 | 235 |
About Chin‐Chung Tsai
Chin‐Chung Tsai is a scholar working on Education, Developmental and Educational Psychology, Information Systems, Sociology and Political Science and Computer Science Applications, having authored 457 papers that have together received 27.4k indexed citations. Recurring topics across this work include Innovative Teaching and Learning Methods (173 papers), Educational Strategies and Epistemologies (138 papers), Online and Blended Learning (126 papers), Science Education and Pedagogy (83 papers), Education and Critical Thinking Development (72 papers), Mobile Learning in Education (45 papers), Impact of Technology on Adolescents (44 papers) and Gender and Technology in Education (43 papers). The work is most often cited by research in Developmental and Educational Psychology (9.9k citations), Computer Science Applications (3.5k citations), Education (15.8k citations), Information Systems (6.4k citations) and Human-Computer Interaction (1.5k citations). Chin‐Chung Tsai has collaborated with scholars based in Taiwan, Singapore and China. Frequent co-authors include Ching Sing Chai, Jyh‐Chong Liang, Gwo‐Jen Hwang, Kun‐Hung Cheng, Joyce Hwee Ling Koh, Min‐Hsien Lee, Ying‐Tien Wu, Sunny S. J. Lin, Meng‐Jung Tsai and Hui‐Chun Chu. Their work appears in journals such as Computers & Education, International Journal of Science Education, Educational Technology & Society, Journal of Science Education and Technology and The Asia-Pacific Education Researcher.
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.