Hsin‐Kai Wu

7.3k total citations · 1 hit paper
87 papers, 4.9k citations indexed

About

Hsin‐Kai Wu is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Hsin‐Kai Wu has authored 87 papers receiving a total of 4.9k indexed citations (citations by other indexed papers that have themselves been cited), including 63 papers in Education, 45 papers in Developmental and Educational Psychology and 15 papers in Experimental and Cognitive Psychology. Recurrent topics in Hsin‐Kai Wu's work include Science Education and Pedagogy (39 papers), Innovative Teaching and Learning Methods (29 papers) and Educational Strategies and Epistemologies (17 papers). Hsin‐Kai Wu is often cited by papers focused on Science Education and Pedagogy (39 papers), Innovative Teaching and Learning Methods (29 papers) and Educational Strategies and Epistemologies (17 papers). Hsin‐Kai Wu collaborates with scholars based in Taiwan, South Africa and United States. Hsin‐Kai Wu's co-authors include Hsin‐Yi Chang, Silvia Wen‐Yu Lee, Jyh‐Chong Liang, Joseph Krajcik, Priti Shah, Ying‐Shao Hsu, Elliot Soloway, Shuenn‐Jyi Sheu, Sadhana Puntambekar and Ya‐Ling Huang and has published in prestigious journals such as Computers in Human Behavior, Journal of Chromatography A and Computers & Education.

In The Last Decade

Hsin‐Kai Wu

84 papers receiving 4.5k citations

Hit Papers

align trajectories

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.

Current status, opportunities and challenges of augmented reality in education

2012 1.6k citations Hsin‐Kai Wu, Silvia Wen‐Yu Lee et al. Computers & Education profile →

Peers

Hsin‐Kai Wu

EDUCA

DEP

CVPR

IS

HI

Jyh‐Chong Liang Taiwan

Richard Catrambone United States

Jill H. Larkin United States

Sherry Y. Chen Taiwan

Judy Kay Australia

James C. Lester United States

Wu‐Yuin Hwang Taiwan

Wouter van Joolingen Netherlands

Kenneth R. Koedinger United States

Cristina Conati Canada

Jyh‐Chong Liang Taiwan

Hsin‐Kai Wu

2.3k ×0.9

EDUCA

1.8k ×1.2

DEP

1.4k ×1.0

CVPR

1.3k ×1.2

IS

1.1k ×1.2

HI

Citations per year, relative to Hsin‐Kai Wu Hsin‐Kai Wu (= 1×) peers Jyh‐Chong Liang

Countries citing papers authored by Hsin‐Kai Wu

Since Specialization

Citations

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

Fields of papers citing papers by Hsin‐Kai Wu

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Hsin‐Kai Wu. 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 Hsin‐Kai Wu. The network helps show where Hsin‐Kai Wu may publish in the future.

Co-authorship network of co-authors of Hsin‐Kai Wu

This figure shows the co-authorship network connecting the top 25 collaborators of Hsin‐Kai Wu. A scholar is included among the top collaborators of Hsin‐Kai Wu 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 Hsin‐Kai Wu. Hsin‐Kai Wu is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

1.

Yang, Kai‐Lin, et al.. (2025). Identity and experience matter: Differences between secondary STEM teachers’ self-efficacy and commitment in integrated STEM teaching activities. Eurasia Journal of Mathematics Science and Technology Education. 21(4). em2609–em2609. 2 indexed citations

2.

Wu, Hsin‐Kai, et al.. (2025). Development and evaluation of animated instructional materials and collaborative learning for nursing research courses: An action research study. Nurse Education Today. 155. 106854–106854.

3.

Wei, Yuchen, et al.. (2024). Vibration monitoring of rotating shafts using DIC and compressed sensing. Optics & Laser Technology. 182. 112189–112189. 1 indexed citations

4.

Wu, Hsin‐Kai, et al.. (2024). Fostering young children’s scientific practices in urban and Indigenous areas: an investigation of instructional strategies. International Journal of Science Education. 47(4). 582–606. 1 indexed citations

5.

Lee, Silvia Wen‐Yu, Hsin‐Kai Wu, & Hsin‐Yi Chang. (2021). Examining secondary school students’ views of model evaluation through an integrated framework of personal epistemology. Instructional Science. 49(2). 223–248. 2 indexed citations

6.

Ramnarain, Umesh, et al.. (2021). An Analysis of Selected South African Grade 12 Physical Sciences Textbooks for the Inclusion of the NGSS Science Practices. Canadian Journal of Science Mathematics and Technology Education. 21(3). 539–552. 5 indexed citations

7.

Hsu, Ying‐Shao, et al.. (2016). Identifying effective design features of technology-infused inquiry learning modules: A two-year study of students' inquiry abilities. Educational Technology & Society. 19(2). 228–244. 4 indexed citations

8.

Hsu, Ying‐Shao, et al.. (2016). Science teachers' TPACK-Practical: Standard-setting using an evidence-based approach. Computers & Education. 95. 45–62. 59 indexed citations

9.

Wu, Hsin‐Kai, et al.. (2015). What makes an item more difficult? Effects of modality and type of visual information in a computer-based assessment of scientific inquiry abilities. Computers & Education. 85. 35–48. 35 indexed citations

10.

Wu, Hsin‐Kai, et al.. (2013). Investigating College and Graduate Students’ Multivariable Reasoning in Computational Modeling. Science Education. 97(3). 337–366. 10 indexed citations

11.

Wu, Hsin‐Kai. (2011). The Mis-Education of Mathematics Teachers. Notices of the American Mathematical Society. 58(3). 372–384. 38 indexed citations

12.

Wu, Hsin‐Kai, et al.. (2010). Conducting video analysis in educational research. 55(4). 1–37. 3 indexed citations

13.

Wu, Hsin‐Kai. (2009). Modelling a Complex System: Using novice‐expert analysis for developing an effective technology‐enhanced learning environment. International Journal of Science Education. 32(2). 195–219. 40 indexed citations

14.

Hsu, Ying‐Shao, Hsin‐Kai Wu, & Fu-Kwun Hwang. (2007). Factors Influencing Junior High School Teachers' Computer-Based Instructional Practices Regarding Their Instructional Evolution Stages. Educational Technology & Society. 10(4). 118–130. 19 indexed citations

15.

Wu, Hsin‐Kai, et al.. (2006). Developing Sixth Graders’ Inquiry Skills to Construct Explanations in Inquiry‐based Learning Environments. International Journal of Science Education. 28(11). 1289–1313. 128 indexed citations

16.

Wu, Hsin‐Kai. (2006). How mathematicians can contribute to K-12 mathematics education. 12 indexed citations

17.

Wu, Hsin‐Kai. (2002). Middle school students' development of inscriptional practices in inquiry-based science classrooms.. Deep Blue (University of Michigan). 5 indexed citations

18.

Wu, Hsin‐Kai. (1999). Basic Skills versus Conceptual Understanding. A Bogus Dichotomy in Mathematics Education.. The American Educator. 23(3). 44 indexed citations

19.

Wu, Hsin‐Kai, et al.. (1998). Separation of nine iridoids by capillary electrophoresis and high-performance liquid chromatography. Journal of Chromatography A. 803(1-2). 179–187. 39 indexed citations

20.

Wu, Hsin‐Kai & Shuenn‐Jyi Sheu. (1996). Capillary electrophoretic determination of the constituents of paeoniae radix. Journal of Chromatography A. 753(1). 139–146. 37 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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