Jacky Pow

429 total citations
22 papers, 280 citations indexed

About

Jacky Pow is a scholar working on Education, Developmental and Educational Psychology and Information Systems. According to data from OpenAlex, Jacky Pow has authored 22 papers receiving a total of 280 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 7 papers in Developmental and Educational Psychology and 6 papers in Information Systems. Recurrent topics in Jacky Pow's work include Online and Blended Learning (7 papers), Innovative Teaching and Learning Methods (7 papers) and Mobile Learning in Education (4 papers). Jacky Pow is often cited by papers focused on Online and Blended Learning (7 papers), Innovative Teaching and Learning Methods (7 papers) and Mobile Learning in Education (4 papers). Jacky Pow collaborates with scholars based in Hong Kong, China and Australia. Jacky Pow's co-authors include Sandy C. Li, Wing Mui Winnie So, Hing Keung, Matthew Lee, Vicky C. Tam, Marina Wai-yee Wong, María Helguera, Bruno P. Meloni, Aleksandra Miljevic and Gina Lai and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers & Education and Cyberpsychology Behavior and Social Networking.

In The Last Decade

Jacky Pow

19 papers receiving 257 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Jacky Pow Hong Kong	10	181	82	73	63	40	22	280
Ercan Top Türkiye	10	213 1.2×	79 1.0×	102 1.4×	86 1.4×	79 2.0×	18	333
Kamal Ahmed Soomro Pakistan	10	153 0.8×	107 1.3×	34 0.5×	73 1.2×	44 1.1×	14	321
Bude Su United States	7	201 1.1×	60 0.7×	90 1.2×	30 0.5×	66 1.6×	19	291
Adnan Qayyum United States	7	174 1.0×	82 1.0×	50 0.7×	67 1.1×	61 1.5×	8	288
George Lorenzo United States	6	207 1.1×	68 0.8×	49 0.7×	57 0.9×	43 1.1×	13	297
Ali Şimşek Türkiye	9	173 1.0×	51 0.6×	58 0.8×	94 1.5×	40 1.0×	22	305
Marcus Leaning United Kingdom	6	105 0.6×	116 1.4×	79 1.1×	56 0.9×	39 1.0×	15	268
Ellen Hoffman United States	8	172 1.0×	68 0.8×	32 0.4×	116 1.8×	54 1.4×	32	290
Frederick B. King United States	9	302 1.7×	62 0.8×	99 1.4×	89 1.4×	54 1.4×	17	402
Lawrence A. Tomei United States	10	215 1.2×	79 1.0×	59 0.8×	25 0.4×	63 1.6×	28	317

Countries citing papers authored by Jacky Pow

Since Specialization

Citations

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

Fields of papers citing papers by Jacky Pow

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Jacky Pow. 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 Jacky Pow. The network helps show where Jacky Pow may publish in the future.

Co-authorship network of co-authors of Jacky Pow

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

All Works

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20 of 20 papers shown

Pow, Jacky, et al.. (2025). Low intensity rTMS in adolescent mice affects visuomotor behaviour with no impact on visual topography. Brain stimulation. 18(3). 965–974.

Pow, Jacky, et al.. (2020). Enhancing the quality of student teachers’ reflective teaching practice through building a virtual learning community. SHILAP Revista de lepidopterología. 5(1). 54–71. 10 indexed citations

Pow, Jacky, et al.. (2019). The role of social annotation in facilitating collaborative inquiry-based learning. Computers & Education. 147. 103787–103787. 38 indexed citations

Pow, Jacky & Marina Wai-yee Wong. (2017). Effect of Workplace Factors in Professional Teacher Development on the Implementation of Small Class Teaching. Journal of Education and Training Studies. 5(8). 68–68. 1 indexed citations

Li, Sandy C., et al.. (2017). Challenges University Students Face When Integrating New ICT Tools into Their Learning: An Exploratory Study of a Social Annotation Tool.. 21(1). 7–23. 2 indexed citations

Tam, Vicky C., et al.. (2017). Developing and managing school human capital for information and communication technology integration: a case study of a school-based e-learning project in Hong Kong. International Journal of Leadership in Education. 21(4). 447–461. 9 indexed citations

Pow, Jacky. (2016). Revitalizing students' geographical imagination in a digital world. HKBU Institutional Repository (Hong Kong Baptist University). 20(2). 57–66.

Tam, Vicky C., et al.. (2016). The development of an assignment coding guide for evaluating ICT-usage in a 21st Century primary school in Hong Kong. HKBU Institutional Repository (Hong Kong Baptist University). 20(1). 54–66. 1 indexed citations

Pow, Jacky & Sandy C. Li. (2015). The effect of students’ perceptions of Internet information quality on their use of Internet information in inquiry-based learning. Australasian Journal of Educational Technology. 31(4). 7 indexed citations

10.

Pow, Jacky, et al.. (2012). Developing Digital Literacy through Collaborative Inquiry Learning in the Web 2.0 Environment – An Exploration of Implementing Strategy. Journal of Information Technology Education Research. 11. 287–299. 10 indexed citations

11.

Wong, Marina Wai-yee & Jacky Pow. (2012). Initiating small class teaching in Hong Kong: video reflective narratives and the professional developmental learning model. Teacher Development. 16(4). 507–522. 2 indexed citations

12.

Pow, Jacky, et al.. (2011). Authentic learning in initial teacher education: A case of bridging theory and practice. HKBU Institutional Repository (Hong Kong Baptist University). 15(1). 59–66.

13.

Pow, Jacky, et al.. (2011). Fostering Digital Literacy through Web-based Collaborative Inquiry Learning – A Case Study. Journal of Information Technology Education Innovations in Practice. 10. 57–71. 20 indexed citations

14.

Li, Sandy C. & Jacky Pow. (2011). The affordance of deep infusion of one-to-one tablet PCs into and beyond classroom. HKBU Institutional Repository (Hong Kong Baptist University). 38(4). 319–326. 13 indexed citations

15.

Helguera, María & Jacky Pow. (2011). A PROJECT-BASED PEDAGOGY FOR TECHNICAL EDUCATION AMONG FIRST-YEAR COLLEGE STUDENTS. 90(10). 4844–4853. 2 indexed citations

16.

Keung, Hing, Sandy C. Li, & Jacky Pow. (2010). The Relation of Internet Use to Prosocial and Antisocial Behavior in Chinese Adolescents. Cyberpsychology Behavior and Social Networking. 14(3). 123–130. 30 indexed citations

17.

So, Wing Mui Winnie, et al.. (2009). The interactive use of a video database in teacher education: Creating a knowledge base for teaching through a learning community. Computers & Education. 53(3). 775–786. 51 indexed citations

18.

Li, Sandy C., et al.. (2009). Empowering student learning through Tablet PCs: A case study. Education and Information Technologies. 15(3). 171–180. 39 indexed citations

19.

Pow, Jacky. (2006). ICT Teaching Experience Sharing in Higher Education: an Education Development Approach. Informatics in Education. 5(2). 277–296. 3 indexed citations

20.

So, Wing Mui Winnie, et al.. (2000). Application of Information Technology Teaching in a Hong Kong Primary School: A Road Too Far?. Society for Information Technology & Teacher Education International Conference. 2000(1). 1936–1942. 1 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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