Ching Sing Chai

19.9k total citations · 12 hit papers
256 papers, 12.9k citations indexed

About

Ching Sing Chai is a scholar working on Education, Developmental and Educational Psychology and Information Systems. According to data from OpenAlex, Ching Sing Chai has authored 256 papers receiving a total of 12.9k indexed citations (citations by other indexed papers that have themselves been cited), including 155 papers in Education, 119 papers in Developmental and Educational Psychology and 46 papers in Information Systems. Recurrent topics in Ching Sing Chai's work include Innovative Teaching and Learning Methods (86 papers), Online and Blended Learning (47 papers) and Educational Strategies and Epistemologies (39 papers). Ching Sing Chai is often cited by papers focused on Innovative Teaching and Learning Methods (86 papers), Online and Blended Learning (47 papers) and Educational Strategies and Epistemologies (39 papers). Ching Sing Chai collaborates with scholars based in Hong Kong, Singapore and Taiwan. Ching Sing Chai's co-authors include Joyce Hwee Ling Koh, Chin‐Chung Tsai, Thomas K. F. Chiu, Timothy Teo, Morris Siu–Yung Jong, Cher Ping Lim, Huang‐Yao Hong, Qi Xia, Chwee Beng Lee and Feng Deng and has published in prestigious journals such as SHILAP Revista de lepidopterología, PLoS ONE and Journal of Cleaner Production.

In The Last Decade

Ching Sing Chai

245 papers receiving 11.9k citations

Hit Papers

A Review of Artificia... 2007 2026 2013 2019 2021 2022 2007 2013 2010 100 200 300 400 500
What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

  1. A Review of Artificial Intelligence (AI) in Education from 2010 to 2020
    2021 512 citations Ching Sing Chai, Morris Siu–Yung Jong et al. profile →
  2. Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education
    2022 507 citations Thomas K. F. Chiu, Qi Xia et al. Computers and Education Artificial Intelligence profile →
  3. Understanding pre‐service teachers' computer attitudes: applying and extending the technology acceptance model
    2007 444 citations Timothy Teo, Ching Sing Chai et al. profile →
  4. A review of technological pedagogical content knowledge
    2013 433 citations Ching Sing Chai et al. profile →
  5. Facilitating preservice teachers' development of technological, pedagogical, and content knowledge (TPACK)
    2010 400 citations Ching Sing Chai et al. profile →
  6. Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT)
    2011 355 citations Ching Sing Chai et al. Computers & Education profile →
  7. Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot
    2023 311 citations Thomas K. F. Chiu, Benjamin Luke Moorhouse et al. Interactive Learning Environments profile →
  8. A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education
    2022 252 citations Qi Xia, Thomas K. F. Chiu et al. Computers & Education profile →
  9. Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective
    2020 220 citations Thomas K. F. Chiu, Ching Sing Chai profile →
  10. Modeling English teachers’ behavioral intention to use artificial intelligence in middle schools
    2022 136 citations Ching Sing Chai, Ying Zhou et al. Education and Information Technologies profile →
  11. The mediating effects of needs satisfaction on the relationships between prior knowledge and self‐regulated learning through artificial intelligence chatbot
    2023 97 citations Qi Xia, Thomas K. F. Chiu et al. profile →
  12. Trends and exemplary practices of STEM teacher professional development programs in K-12 contexts: A systematic review of empirical studies
    2022 84 citations Biyun Huang, Morris Siu–Yung Jong et al. Computers & Education profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Ching Sing Chai Hong Kong 61 7.5k 3.3k 2.9k 2.6k 1.4k 256 12.9k
Khe Foon Hew Hong Kong 50 7.0k 0.9× 2.4k 0.7× 3.4k 1.2× 3.3k 1.2× 579 0.4× 178 12.0k
Mark Warschauer United States 57 5.6k 0.7× 2.5k 0.8× 3.2k 1.1× 1.7k 0.7× 748 0.5× 250 13.2k
Neil Selwyn United Kingdom 60 6.0k 0.8× 3.2k 1.0× 1.3k 0.5× 2.3k 0.9× 1.0k 0.7× 285 13.9k
Punya Mishra United States 36 11.9k 1.6× 5.4k 1.6× 3.5k 1.2× 2.9k 1.1× 1.9k 1.3× 202 17.0k
Jo Tondeur Belgium 52 7.8k 1.0× 4.6k 1.4× 1.3k 0.5× 1.4k 0.5× 2.6k 1.8× 131 11.4k
Timothy Teo Macao 61 5.5k 0.7× 2.5k 0.8× 1.1k 0.4× 1.1k 0.4× 2.5k 1.7× 237 11.4k
Matthew J. Koehler United States 37 11.8k 1.6× 4.9k 1.5× 3.4k 1.2× 2.2k 0.8× 1.8k 1.2× 117 15.8k
Ronny Scherer Norway 41 3.5k 0.5× 2.2k 0.7× 1.0k 0.4× 1.0k 0.4× 1.1k 0.7× 126 6.7k
Peggy A. Ertmer United States 47 9.6k 1.3× 3.3k 1.0× 2.9k 1.0× 1.6k 0.6× 2.6k 1.8× 129 13.1k
Marc Prensky Spain 19 5.3k 0.7× 2.9k 0.9× 3.2k 1.1× 1.7k 0.6× 721 0.5× 43 12.7k

Countries citing papers authored by Ching Sing Chai

Since Specialization
Citations

This map shows the geographic impact of Ching Sing Chai'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 Ching Sing Chai with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ching Sing Chai more than expected).

Fields of papers citing papers by Ching Sing Chai

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Ching Sing Chai. 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 Ching Sing Chai. The network helps show where Ching Sing Chai may publish in the future.

Co-authorship network of co-authors of Ching Sing Chai

This figure shows the co-authorship network connecting the top 25 collaborators of Ching Sing Chai. A scholar is included among the top collaborators of Ching Sing Chai based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Ching Sing Chai. Ching Sing Chai is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Hong, Huang‐Yao, et al.. (2025). AI-supported idea-developing discourse to foster professional agency within teacher communities for STEAM lesson design in knowledge building environment. Computers & Education. 229. 105241–105241. 8 indexed citations
2.
Cheung, Alan, et al.. (2024). Language learning development in human-AI interaction: A thematic review of the research landscape. System. 125. 103424–103424. 7 indexed citations
3.
Chiu, Thomas K. F., Ching Sing Chai, Helen Meng, et al.. (2024). Developing and validating measures for AI literacy tests: From self-reported to objective measures. Computers and Education Artificial Intelligence. 7. 100282–100282. 15 indexed citations
4.
Wang, Faming, Ronnel B. King, Ching Sing Chai, & Ying Zhou. (2023). University students’ intentions to learn artificial intelligence: the roles of supportive environments and expectancy–value beliefs. International Journal of Educational Technology in Higher Education. 20(1). 52 indexed citations
5.
Zheng, Chunping, Jyh‐Chong Liang, Ching Sing Chai, Xu Chen, & Hanyong Liu. (2023). Comparing high school students’ online self-regulation and engagement in English language learning. System. 115. 103037–103037. 20 indexed citations
6.
Nalipay, Ma. Jenina N., Ching Sing Chai, Morris Siu–Yung Jong, Ronnel B. King, & Imelu G. Mordeno. (2023). Positive mental health literacy for teachers: adaptation and construct validation. Current Psychology. 43(6). 4888–4898. 5 indexed citations
7.
Nalipay, Ma. Jenina N., et al.. (2023). Promoting STEM Interest through Empathy and Creative Thinking in a STEM-based Community Service Program. International Conference on Computers in Education. 2 indexed citations
8.
Chai, Ching Sing, et al.. (2023). A survey study of chinese teachers’ continuous intentions to teach artificial intelligence. Education and Information Technologies. 29(11). 14015–14034. 15 indexed citations
9.
Chiu, Thomas K. F., Benjamin Luke Moorhouse, Ching Sing Chai, & Murod Ismailov. (2023). Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot. Interactive Learning Environments. 32(7). 3240–3256. 311 indexed citations breakdown →
10.
Wang, Faming, et al.. (2023). Overcoming adversity: exploring the key predictors of academic resilience in science. International Journal of Science Education. 46(4). 313–337. 11 indexed citations
11.
Chiu, Thomas K. F., Qi Xia, Xinyan Zhou, Ching Sing Chai, & Miaoting Cheng. (2022). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers and Education Artificial Intelligence. 4. 100118–100118. 507 indexed citations breakdown →
12.
Chiu, Thomas K. F., Ching Sing Chai, Paul J. Williams, & Tzung‐Jin Lin. (2021). Teacher Professional Development on Self-Determination Theory–Based Design Thinking in STEM Education. SHILAP Revista de lepidopterología. 49 indexed citations
13.
Chai, Ching Sing, Pei-Yi Lin, Morris Siu–Yung Jong, et al.. (2021). Perceptions of and Behavioral Intentions towards Learning Artificial Intelligence in Primary School Students. SHILAP Revista de lepidopterología. 135 indexed citations
14.
Chai, Ching Sing, Morris Siu–Yung Jong, Hongbiao Yin, Mengyuan Chen, & Wenye Zhou. (2019). Validating and Modelling Teachers’ Technological Pedagogical Content Knowledge for Integrative Science, Technology, Engineering and Mathematics Education. SHILAP Revista de lepidopterología. 32 indexed citations
15.
Keung, Chrysa Pui Chi, et al.. (2019). Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities. Educational Management Administration & Leadership. 48(5). 875–892. 39 indexed citations
16.
Hong, Huang‐Yao, et al.. (2018). Fostering design-oriented collective reflection among preservice teachers through principle-based knowledge building activities. Computers & Education. 130. 105–120. 40 indexed citations
17.
Wong, Lung Hsiang, et al.. (2014). Unpacking the Researcher-Teacher Co-Design Process of a Seamless Language Learning Environment with the TPACK Framework. International Conference on Computers in Education. 1 indexed citations
18.
Toh, Y., Lung Hsiang Wong, & Ching Sing Chai. (2013). Complex Interaction Between Technology, Pedagogy and Content Knowledge: A Case Study in Chinese Language Classroom. International Conference on Computers in Education. 1 indexed citations
19.
Ng, S.-H., et al.. (2010). Changing the Reading Attitude of Young Children through Facebook. International Conference on Computers in Education. 1 indexed citations
20.
Chai, Ching Sing, et al.. (2008). Singaporean and Taiwanese pre-service teachers' beliefs and their attitude towards ICT: A comparative study. Murdoch Research Repository (Murdoch University). 15 indexed citations

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.

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