This map shows the geographic impact of Hsinyi Peng'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 Hsinyi Peng with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Hsinyi Peng more than expected).
This network shows the impact of papers produced by Hsinyi Peng. 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 Hsinyi Peng. The network helps show where Hsinyi Peng may publish in the future.
Co-authorship network of co-authors of Hsinyi Peng
This figure shows the co-authorship network connecting the top 25 collaborators of Hsinyi Peng.
A scholar is included among the top collaborators of Hsinyi Peng 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 Hsinyi Peng. Hsinyi Peng is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Liu, Tzu Chien, et al.. (2009). The effects of mobile natural-science learning based on the 5E learning cycle: A case study. Educational Technology & Society. 12(4). 344–358.105 indexed citations
8.
Peng, Hsinyi, et al.. (2009). Ubiquitous Performance-Support System as Mindtool: A Case Study of Instructional Decision Making and Learning Assistant.. Educational Technology & Society. 12(1). 107–120.51 indexed citations
9.
Peng, Hsinyi, et al.. (2009). A Framework for Assessing High School Students’ Intercultural Communicative Competence in a Computer-Mediated Language Learning Project. The Journal of Interactive Learning Research. 20(1). 95–116.6 indexed citations
Peng, Hsinyi & Chien Chou. (2007). Mobile computing as a cognitive tool for middle schools: connecting curriculum and technology. International journal of instructional media. 34(3). 301–310.5 indexed citations
14.
Peng, Hsinyi, et al.. (2006). Producing Multimedia Stories with ESL Children: A Partnership Approach. Journal of educational multimedia and hypermedia. 15(3). 261–284.9 indexed citations
15.
Peng, Hsinyi, et al.. (2006). A Framework for the Assessing of Intercultural Communicative Competence: A Mixed Approach. EdMedia: World Conference on Educational Media and Technology. 2006(1). 2977–2984.5 indexed citations
16.
Peng, Hsinyi & Gail Fitzgerald. (2006). Relationships Between Teacher Education Students’ Epistemological Beliefs and Their Learning Outcomes in a Case-Based Hypermedia Learning Environment. The Journal of Technology and Teacher Education. 14(2). 255–285.34 indexed citations
17.
Lu, Wei-Hsin, et al.. (2005). The Impact of Computer-Mediated Intercultural Communication on Learner's Cultural Awareness and Sensitivity: A Case Study.. 2004(1).3 indexed citations
18.
Chou, Chien, et al.. (2004). THE DESIGN AND DEVELOPMENT OF AN INTERNET SAFETY CURRICULUM IN TAIWAN. Annual Conference on Computers. 546–551.1 indexed citations
19.
Fitzgerald, Gail, et al.. (2002). User Studies: Developing Learning Strategy Tool Software for Children. EdMedia: World Conference on Educational Media and Technology. 2002(1). 510–515.
20.
Peng, Hsinyi, et al.. (2000). Online Conferencing: Variations on Structure and Participation*. EdMedia: World Conference on Educational Media and Technology. 2000(1). 1711–1712.3 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.