Joanne Orlando

819 total citations
27 papers, 544 citations indexed

About

Joanne Orlando is a scholar working on Education, Social Psychology and Artificial Intelligence. According to data from OpenAlex, Joanne Orlando has authored 27 papers receiving a total of 544 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 9 papers in Social Psychology and 9 papers in Artificial Intelligence. Recurrent topics in Joanne Orlando's work include Social Robot Interaction and HRI (8 papers), Child Development and Digital Technology (6 papers) and AI in Service Interactions (6 papers). Joanne Orlando is often cited by papers focused on Social Robot Interaction and HRI (8 papers), Child Development and Digital Technology (6 papers) and AI in Service Interactions (6 papers). Joanne Orlando collaborates with scholars based in Australia and Pakistan. Joanne Orlando's co-authors include Omar Mubin, Muneeb Ahmad, Catherine Attard, Suleman Shahid, José Hanham, Jacqueline Ullman, Michael Gard, John McCormick, Jon Callow and Michael Cowling and has published in prestigious journals such as Sustainability, Education and Information Technologies and International Journal of Human-Computer Interaction.

In The Last Decade

Joanne Orlando

26 papers receiving 500 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Joanne Orlando Australia	11	245	199	161	108	63	27	544
Rinat B. Rosenberg‐Kima Israel	10	185 0.8×	121 0.6×	158 1.0×	25 0.2×	163 2.6×	26	534
Jeeheon Ryu South Korea	11	80 0.3×	167 0.8×	124 0.8×	111 1.0×	157 2.5×	84	558
Agneta Gulz Sweden	15	109 0.4×	173 0.9×	243 1.5×	48 0.4×	331 5.3×	49	663
I‐Chun Hung Taiwan	9	73 0.3×	290 1.5×	39 0.2×	121 1.1×	149 2.4×	13	516
Regina Kaplan‐Rakowski United States	15	97 0.4×	361 1.8×	71 0.4×	221 2.0×	156 2.5×	48	921
Solace Shen United States	10	615 2.5×	90 0.5×	301 1.9×	31 0.3×	124 2.0×	22	887
Jang Ho Lee South Korea	19	110 0.4×	165 0.8×	387 2.4×	109 1.0×	407 6.5×	64	1.1k
Amy M. Johnson United States	15	99 0.4×	309 1.6×	166 1.0×	57 0.5×	419 6.7×	33	728
Lu‐Ho Hsia Taiwan	13	51 0.2×	338 1.7×	66 0.4×	133 1.2×	188 3.0×	20	634
Jun Chen Hsieh Taiwan	11	143 0.6×	723 3.6×	58 0.4×	289 2.7×	187 3.0×	19	1.2k

Countries citing papers authored by Joanne Orlando

Since Specialization

Citations

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

Fields of papers citing papers by Joanne Orlando

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Joanne Orlando

This figure shows the co-authorship network connecting the top 25 collaborators of Joanne Orlando. A scholar is included among the top collaborators of Joanne Orlando 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 Joanne Orlando. Joanne Orlando 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

Reyna, Jorge, José Hanham, & Joanne Orlando. (2024). From E-Waste to Eco-Wonder: Resurrecting Computers for a Sustainable Future. Sustainability. 16(8). 3363–3363. 1 indexed citations

Cowling, Michael, et al.. (2024). Untangling Digital Safety, literacy, and Wellbeing in School activities for 10 to 13 Year Old Students. Education and Information Technologies. 30(1). 941–958. 3 indexed citations

Orlando, Joanne. (2024). We know social media bans are unlikely to work. So how can we keep young people safe online?. 1 indexed citations

Orlando, Joanne, et al.. (2023). Unpacking Contrary Conceptions of Digital Literacy Across a Higher Education Landscape. ASCILITE Publications. 536–540. 1 indexed citations

Orlando, Joanne. (2019). Kids need to learn about cybersecurity, but teachers only have so much time in the day. 1 indexed citations

Ahmad, Muneeb, Omar Mubin, Suleman Shahid, & Joanne Orlando. (2017). Emotion and Memory Model for a Robotic Tutor as a Social Partner in a Learning Environment. 18–24. 5 indexed citations

Ahmad, Muneeb, Omar Mubin, Suleman Shahid, & Joanne Orlando. (2017). Emotion and memory model for a robotic tutor in a learning environment. 26–32. 1 indexed citations

Orlando, Joanne. (2017). How to help kids navigate fake news and misinformation online. 2 indexed citations

Ahmad, Muneeb, Omar Mubin, & Joanne Orlando. (2017). A Systematic Review of Adaptivity in Human-Robot Interaction. Multimodal Technologies and Interaction. 1(3). 14–14. 93 indexed citations

10.

Ahmad, Muneeb, Omar Mubin, & Joanne Orlando. (2016). Understanding Behaviours and Roles for Social and Adaptive Robots In Education. 297–304. 36 indexed citations

11.

Ahmad, Muneeb, Omar Mubin, & Joanne Orlando. (2016). Children views' on social robot's adaptations in education. 145–149. 12 indexed citations

12.

Callow, Jon & Joanne Orlando. (2015). Enabling exemplary teaching: a framework of student engagement for students from low socio-economic backgrounds with implications for technology and literacy practices. Pedagogies An International Journal. 10(4). 349–371. 5 indexed citations

13.

Attard, Catherine & Joanne Orlando. (2014). Early career teachers, mathematics and technology : device conflict and emerging mathematical knowledge. Mathematics Education Research Group of Australasia. 71–78. 6 indexed citations

14.

Orlando, Joanne. (2014). Veteran teachers and technology: change fatigue and knowledge insecurity influence practice. Teachers and Teaching. 20(4). 427–439. 55 indexed citations

15.

Orlando, Joanne. (2014). Teachers’ changing practices with information and communication technologies: an up-close, longitudinal analysis. Research in Learning Technology. 22. 22 indexed citations

16.

Orlando, Joanne & Michael Gard. (2014). Playing and (not?) understanding the game: ECRs and university support. ePublications@SCU (Southern Cross University). 5(1). 2–15. 8 indexed citations

17.

Orlando, Joanne, et al.. (2014). Democracy, critique, and the presupposition of knowledge: teachers as capable, resourceful theorists. Asia-Pacific Journal of Teacher Education. 42(4). 321–323. 2 indexed citations

18.

Hanham, José, Jacqueline Ullman, Joanne Orlando, & John McCormick. (2014). Intentional learning with technological proxies: Goal orientations and efficacy beliefs. Australian Journal of Education. 58(1). 36–49. 12 indexed citations

19.

Orlando, Joanne. (2013). ICT-mediated practice and constructivist practices: is this still the best plan for teachers’ uses of ICT?. Technology Pedagogy and Education. 22(2). 231–246. 36 indexed citations

20.

Reyna, Jorge, et al.. (2010). Developing a Digital Media Teaching Repository – Technical Considerations. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2010(1). 1434–1441. 2 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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